p^ 


s.S'i 


!^"^2f 


* 


m 


Vf/<^ 


THE 


STEP-BY-STEF 
•rKIMEK  • 


BURNZ' 
PRONOUNCING 

PRINT 


PRICE,  25    CENTS 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


LAWYER 
t* A  LIAS,  UUl 


THE 


STEP -BY- STEP    PRIMER 


IN 


BURNZ'   PRONOUNCING  PRINT. 


CORRECT    PRONUNCIATIOJSr    SHOWN    WITHOUT    NEW    LETl^ERS 
OR    CHANGE    OP    SPELLING. 


BY 

ELIZA   BOAKDMAN    BURNZ, 

TEACHER  OF  THE   PHONETICS  OF  THE  ENGLISH   LANGUAGE,   AND    PKINCIPAL 
OF  THE   NEW  YOKK   SCHOOL   OF  PHONOGRAPHY. 


r  tJ    »>    ►  • 


'       1     * 


NEW  YORK  : 
BUKNZ  &  CO.,  24  CLINTON  PLACE. 

1892. 


CoPTK.oHT,  1892,  BY  Eliza  Boabdman  Burnz. 


<     <     c 


«        c      c 


Pre!--8  of  J.  J.  Little  &  Co., 

Astor  Place,  New  York. 


///  f 


-^ 


INTPtODUCTION. 


The  Step-by-Stijp  Primer  is  so  arranged  that  a  little  child  or  a 
foreigner  can  learn  if)  read  from  it  easily,  through  analogy  and  hy  the 
use  of  reason.  The  pronunciation  of  each  word  is  shown  on  the  printed 
face  without  at  all  changing  the  common  spelling. 

Letters,,  of  course,  are  arbitrary  signs,  hut  when  their  powers  are 

once  learned  they  should  furnish  the  key  to  pronunciation.     This  we 

know  they  do  not  do  in  ordinary  English  books.     One  reason  is  because 

the  twenty-six  letters  are  not  sufficient  in  number  to  denote  the  forty 

or  more  separate,  elementary  sounds  which  compose  the  words  of  the 

^  spoken  language.     Another  reason  is.  that  the  twenty-six  letters  are  not 

y  used  with  consistency.     The  vowel  letters  have  from  three  to  seven 

>.  sounds  each,  and  interchange  those  sounds,  and  both  are  often  silent. 

^  Prof.  Marteneau  says  :  "Learning  to  read  English  is  the  most  difficult 

^  of  human  attainments  ;  "  and  it  is  undoubtedly  so,  if  learning  to  spell 

~2  is  taken  into  account. 

The  unreasonableness  of  English  orthography  is  conceded  by  every 
^  one.  The  loss  of  time  which  it  occasions  in  school  life  is  enormous. 
in  As  compared  with  (rerman,  it  takes  three  years  for  an  English  or 
%  American  child  to  learn  to  read  and  spell  as  well  as  a  German  child 
"^  does  in  one  year  ;  and  this  is  solely  on  account  of  our  outrageous  orthog- 
raphy, 'which  requires  the  pronunciation  of  each  word  to  be  learned 
separately,  and  from  the  teacher's  oral  dictation  alone.  Thus  the 
^  Ijudding  reason  (if  the  child  is  checked  ;  each  mental  feeler  for  analogy 
2  and  truth  is  piiu;hed  off  as  soon  as  it  puts  forth ;  and  blank  stupidity 
appears  in  the  reading  or  spelling  class,  instead  of  that  eager  brightness 
which  one  unvarying  sound  for  each  letter  or  digraph  would  beget. 

'^rhe  Step-by-Step  Primer  essays  to  do  the  best  that  can  bo  done  at 
present.  It  takes  as  a  basis  the  Anglo-Ainerican  al[)ha])et  of  forty-two 
letters,  or  combinations  of  letters,  each  oL'  which  denotes  an  elementary 


>m 


452181 


INTRODUCTION. 


sound  of  tlio  language.  Every  sound  has  a  definite  representation,  and 
no  letter  or  combination  of  letters,  in  the  same  position,  denotes  more 
than  one  sound. 

Since  the  short  vowel  sounds  occur  much  more  frequently  than  the 
long,  in  English  woi'ds,  the  letters  which  denote  the  short  sounds  are 
unmarked.  An  unmarked  rowel  letter  always  denotes  its  sl/orf  or 
'' seco)i.d  "  soiotd.  This  ])lan  reduces  the  numher  of  marked  letters 
to  a  minimum.  The  short  sounds  occur  in  the  words  first  shown  in 
the  Primer — words  that  the  child  most  frequently  uses — therefore  no 
markings  are  required  at  the  beginning  of  study.  The  few  necessary 
ci^nnecting  words  can  be  ]n'onounced  by  the  teacher  or  learned  by  the 
"  M'ord  method  "  until  the  lesson  which  gives  their  sounds  is  reached. 

A\'hen  letters  in  a  printed  word  are  silent — that  is,  really  useless — 
they  are  put  in  J/air  line  type.  If  a  letter  is  perversely  used,  its  true 
sound  is  indicated  by  a  small  type  placed  below,  and  the  pupil  gives  its 
sound  instead  of  that  of  the  more  prominent  letter  ;  or,  though  rarely, 
the  false  letter  is  set  in  a  different  type,  and  the  true  letter  or  letters 
put  in  parentheses  at  the  end  of  the  word.  Occasionally,  the  whole 
word  is  respelled,  phouetically,  and  placed  in  parentheses. 

The  8tep-by-Step  Primer  is  designed  to  teach  the  child  that  letters 
stand  for  spoken  sounds  ;  and  although  he  will  find  in  his  further 
l^rogress  that  this  usage  is  sadly  jjerverted,  it  is  the  duty  of  the  teacher 
to  make,  as  far  as  possible,  the  first  steps  logical  and  certain,  and, 
therefore,  attractive.  In  the  Step-by-Step  Primer  phonetic  truth  is 
presented  to  guide  and  encourage. 

Instruction  in  reading  should  be  begun  l)y  showing  the  object,  or 
picture  of  the  object,  which  is  represented  by  the  subject  word.  Con- 
verse about  it.  Mention  the  four  ways  in  which  a  person  can  let 
another  know  what  he  or  she  is  thinking  of.  First,  by  showing  the 
object  ;  second,  by  showdng  a  picture  of  the  object ;  third,  by  speak- 
ing the  name  of  the  object  ;  fourth,  by  using  marks,  called  letters, 
which  stand  for  the  sounds  of  the  spoken  word. 

The  names  of  letters  should  not  be  taught  at  first,  only  their  sounds. 
Capital  letters,  points  and  stops,  and  the  names  of  letters  will  be  learned 
incidentally,  by  imitation  and  observation  as  well  as  by  instruction,  as 
progress  in  reading  is  made. 


IN  TROD  VCTION. 


The  exercise  of  spelling  by  sound  should  be  begun  in  the  kinder- 
garten a  year  or  moi-e  before  the  child  is  introduced  to  the  use  of 
letters.  The  pupil  should  there  be  taught  that  the  words  it  uses  in 
speecli  are  not  units  of  sound,  but  resolvable  into  elements^  and  practice 
should  be  had  on  these  elements.  The  child  should  be  instructed  how 
to  place  the  organs  of  speech  in  certain  positions  to  produce  certain 
sounds,  and  learn  to  apprehend  the  distinction  between  voice  and  breath 
sounds,  and  02)eu  and  touch  sounds.  This  will  constitute  a  pleasing 
and  instructive  exercise,  by  which  the  organs  of  speech  will  gain 
mobility  and  the  Avitt  power  be  trained  to  control  them.  Such  vocal 
gymnastics  are  needed  as  a  preparation  for  that  clear  articulation  and 
exact  pronunciation  which  are  so  desirable  in  speaking  or  reading. 

The  common  spelling  must  be  taught  by  loriting.  There  is  no 
other  method  at  all  satisfactory.  The  Step-by-Step  method  of  teaching 
to  read  will  not  interfere  with  the  written  spelling  lesson.  The  script 
of  the  Step-by-Step  Primer  has  no  marked  or  light-line  letters,  but 
presents  the  words  unchanged  in  appearance  from  their  present  orthog- 
raphv.  'No  better  drill  in  ordinary  spelling  can  be  found  than  copying 
the  lists  of  words  given  ;  for  each  list  contains  some  sjiecial  arrange- 
ment of  letters,  and  the  spelling  of  a  word  will  be  more  easily  remem- 
bered from  the  memory  of  its  classification. 

If,  as  in  the  teaching  of  foreigners,  the  time  is  too  short  to  teach 
the  common  spelling,  a  script  which  is  very  easily  read  results  from 
writing  phoneticnlly  :  that  is,  omitting  the  silent,  light-lined  letters, 
and,  instead  of  the  falsely  sounding  letters,  wi-iting  the  small  printed 
letters  underneath,  which  give  the  true  sound.  Such  script  will  be  far 
better  than  the  guesswork  S2:)elling  which  the  half-educated  foreigner 
employs. 

Explanations  to  assist  those  who  may  be  unused  to  phonetic  teach- 
ing are  given  at  the  end  of  the  Primer.  The  Step-by-Step  plan  of 
teaching  will  be  found  ])lain  and  simple,  so  that  the  study  of  a  few 
pages  will  unfold  it  completely  ;  and  this  Primer  can  precede,  or  be 
used  in  conjuncticm  with,  any  other  Primer  or  Reader. 

To  the  late  Dr.  Edwin  Leigh,  inventor  of  light-line  type,  and  Mr. 
Henry  M.  Parkhurst,  the  present  owner,  I  am  indebted  for  the  hel}) 
afforded  by  that  type  in  the  production  of  Pronouncing  Print. 

ELIZA   B.   BURNZ. 


THE   STEP- BY-STEP 


ALPHABKll^   OF   SOUNDS. 

On  the  Anglo-American  plan  of  using  each  letter,  or  digraph, 
for  the  sound  it  most  commonly  represents  in  English. 

rUIMAItV    LKTTKRS.  ;.  NEW    NAMES.  KEGULAR   EQUIVALENTS. 

1.  il — (i\)\i^\  tcnne.  -^^  ai — (I'nw,  ay — \\\(it/. 

2.  a — c/t,  cv/j).  ^C 

a.  ji — c/rni,  fr/tlier.    ^9  >  ah — ah  I 

4.  a — a\\,  tWlter.       «)  an — c/^^iriist : 


aaw. 


aw- 


5.  a — cnr,  bc/re.     ^ 

6.  1) — />at,  tu/>. 

7.  d — <'/ust,  mud. 

8.  cli — c7dp,  much.  chee 

9.  e — evW,  me.  ee — tY^,  deep. 

10.  e — 6^1  id,  m<^t. 

11.  f— /og,  stii/f.  pli^/>Aysic. 
!-•  g— //iiii.  ^>'i//-                 gee 

(g-hard) 

l.'>.  Ii — Acme,  /all. 

14.  I — /die,  111 /lid. 

15.  i — h\,  sip.  y-final — pony,  <^*<>Py- 

16.  j — r/oke,  /iidge. 

17.  k — /ite,  /licX:.  c — cup,   inusi(^';    q— - 


18.  \—l[fe,  mill 

19.  in — mat,  vain. 


^iiail,  f/iiit. 


PRONOUNCING      PRIMER. 


PRIMARY    LETTERS. 


20.  n — yait,  raw. 

21.  iig — \ong,  siy///er 

22.  o — (A(\,  howj. 
28.  o — on,  sorry. 


NEW    NAMES. 


lllii' 


24. 

GO OOZQ,  tool. 

25. 

oi— ^o/l,  point. 

26. 

on — out,  Qouwt. 

27. 

p — jmw,  pee^). 

28. 

r — yip,  cii/'. 

29. 

s — -sit,  o'a.s. 

30. 

sh — .s7^op,  wi.s/?. 

sliee 

31. 

t f'd\),    fclf. 

32. 

til — ///in,  \)\fh. 

itli 

33. 

til — Men,  with. 

tliee 

34. 

u — /^se,  duty. 

35. 

u — /^s,  cq:). 

• 

36. 

n — p//t,  t>d  . 

37. 

V — ran,  erer. 

38. 

\v — /rin,  (brell. 

39. 

w  1 — uj/mt,  u^kew. 

whe< 

40. 

X — a,x^  extra. 

41.  y— yet,  yonder. 

42.  z — cone,  bii,cz. 

43.  zli — vi.s'ion  (vizlion).    zhee 


REGULAR    E(JU1VALENTS, 

n  before  k  or  g;    as 

in  "piwk,  li;?ger." 
oh — o/i ! 

o  is  used  for  unaccented  6, 
as  in  "propose;"  and  for 
short  a,  as  iu  "  nor,  cost." 

oy — to//,  bo//isli. 
ow — wow,  oio\ 


ew — i('}n,  wew. 


00 — ^ood,  foot. 


X  is  used  also  for  gz; 
as  in  '^  exact." 


THE     STEP-BY-STEP 


IISTDEX    ^IX)    LETTERS,   ETC. 


PAGE 


3-5.  Introduction,  witli  Explanation  of  Pronouncing  Print. 

(),  7.  Alj)liabet  of  Sounds — Anglo-American  Plan. 

11.  c,  a,  t — Analysis  of  Sounds. 

12.  m — illustrated  by  Mac. 

13.  s  "  "    Sam,  sat. 

14.    p  "  "     CAP,  MAP. 

15.  11  "  "   Nat,  pan. 


16.  f 


FAN,  FAT. 


17.  cl  "  ^'    Dan,  sand. 

18.  h  "  "     TIAT,  HAND. 

19.  i — as  in  pin.  s  added  to  p  and  t. 

20.  e — illustrated  by  hen,  tent. 

21.  o  '^  "    Tom,  Doc. 

22.  1  "  "     LIP,  LAMP. 

23. 


24.  u 


J?  '     DOO,   PIG. 


a 


Clip,   3ITTG. 


25.  i — 1  =  y  ;  always  equivalent. 

26.  b — illustrated  by  bug,  bud. 

27.  z  "  "'  Zip,  Boz. 

Small_ "  z  "  under  "  S,"  in  as,  is,  etc. 

28.  Light-line  letters  have  no  sound. 

29.  V  and  u — as  heard  in  yat,  put. 

30.  Small  letters  under  large — of,  to. 

31.  r,  initial  and  final — rat,  for. 

32.  j — illustrated  by  Jim,  jug. 

33.  w  =  u  made  consonantal  by  compression. 

34.  th — In-eath  and  voice  sounds,  thin,  this. 

35.  sh — illustrated  by  ship,  fish. 


PRONOUNCING     PRIMER. 


PAGE 


36.  k  =  c — -illustrated  by  kid,  kitten, 

37,  38,  39.  e,  a,  6 ;  long  vowel  sounds. 

40.  y  =  i  ;  initial  y  compressed — tony,  yam. 

41.  43.  1  and  u;  long  vowel  sounds.  /5    ,. 

42.  oo — regular,  for  vowel  in  cool.  ',   '''  , 

44.  ee — equivalent  of  e — bee,  feet.  ^A/      ^'  '■      ^^ 

45.  eh — illustrated  by  Chan,  chops.  M^^  y,"^'^ 

46.  47.  iii  and  ay  =  ji — pail,  day.  '  *i^)(.. 
48,  49:  ■  iig: ;  n  =  iig  before  k — ring,  BxVnk. 

50.  oi  and  oy — as  in  oil,  boy. 

51.  ou  and  ow — as  in  out,  now. 

52.  do— as  in  foot,  good. 

53.  ck  =  k — used  after  a  shoi't  vowel — back. 

54.  55.  a  and  a — as  in  art,  ask. 

-56,  57.  au,  aw  and  a — as  in  haul,  saw,  call. 
58,  59.  6  and  a — as  in  iAiotii,  care. 

60.  X  =  ks — illustrated  by  ox,  fox. 

61.  wh — breath  sound  of  w — whip,  whiz. 

62.  ce  =  s — used  after  a  long  vowel — face. 

63.  g:e  =  j  ;  dge  =  j — page,  ledge. 

64.  65.  Combined  final  consonants. 
66,  67.  "  initial  pi,  pr,  etc. 

68.  "  nip,  lilies. 

69,  70.  ■*'  initial  st,  spl,  spr,  etc. 
72.  q  =  c  =  k — as  in  quail,  cube,  kite. 
72,  73.  iiig  and  iiig-s  ;  er,  final. 

74,  75.  zh.— The  Busy  Bee. 
76-79.  Reading  Lessons. 
80,  81.  Koman  and  Script  Al|)habets. 
82-86.  Rules  for  Indefinite  Sounds. 
87-94.   Hints  on  Phonic  Drill. 


PRONOUNCING     PRIMER.  11 


LESSON      1  . 

cat 

Cc  CCCC  Ct? 

Aa  aaaa  a     ^ 

T     t  t         t         t         t  t     / 

a 1       a 1       a — t       a-t  =  at 

c — at  =--  cat       c a 1       c-a-t  =  cat 

a-cat         a- cat         a-cat 
*tiie  tiie  tiie-cat  tlie-cat 

ctactcatc 

*  Teach  "  the  "  as  a  word,  without  analyzing.     See  page  88. 


12 


THE     STEP-B  Y-STEP 


M     m 


LESSON     2. 


m     m     m     m 


mat 


m     -^^^^ 


m 


-a- 


-t       111 — a — t       m-a-t  =  m  at 


a-mat       tiie-mat       a-cat       tiie-cat 

*my       my       my  cat        my  mat 

and         and         and 

a-cat    and    a-mat 

my    cat    and    tlie-mat 
M — a^c       M-a-c  =  Mac 
Mac    and    tlic  cat 

my    cat    and    Mac 


*  Teach  "  my,  and,"  as  words,  without  analyzing. 


PRONOUNCING      PRIMER. 


13 


S     s 


LESSON     3 


s     s     s     s 


s     a- 


S- 

s- 


-a- 
-a- 


-m      S — a — m      S-a-m  =  Sam 
-^        s — a — t         s-a-t  =  sat 


on         on         on 
*tiie      on      my       tiie        and       my 

a-cat  sat  on  a-mat. 

my  cat   sat  ou       <^^p 

Sam  sat  on  tlie-mat. 

Sam    and    tlie-cat    sat    on    my    mat. 

Mac    and    Sam    sat    on    tiie-mat. 


a       c      m       s       t       a-cat 


a-mat 


t7y  -C         '7<n^         d' 


'I       -tZ^    ^€1-^ 


t^    ■^^T^^'tZ 


/ 


*  Words  to  be  called  at  sight,  without  analyzing  at  present. 


14 


THE     S  TEP-B  Y-8TEP 


P     p 


LESSON     4. 


P         P         P         P 


P     /^ 


c 
111 


p- 
t- 


-a- 
-a- 

-a- 


-P 

-P 

-t 

-P 


c- 
m- 


a- 
a- 
a- 
-a 


cap 
map 
p — a — t        p-a-t  =  pat 
-a p         t — a — ^p        t-a-p  =  tap 

cap-s  =  caps    map-s  -  maps     tap-s  =  taps 


P 

P 
-t 

-P 


c-a-p 

m-a-p 

p-a-t 

t-a-p 


a-cap      tiio-cap      tiie-caps 

cats    and    mats    and    maps 
Pat  tlie-cat.     Mac  pats 

my  cat. 
Tlie-cat   sat    on    Mac's 

cap. 
Sam    sat    on    my    cap. 

Sam    taps    tiie-map. 


^^^T^-a^^       -c-a^^-iy       ^2.t^f      Ji^'f      ^rrz^-^^ 


PRONOUNCING      PRIMER. 


15 


I^        11 


LESSON     S, 


11         11         11  11 


c-a-ii  =  can 
X-a-t  =  IN'at 
]N^-a-ii  =  IN^an 


p-a-ii  -  pan       in-a-n  =  man 
t-a-ii  =  tan  .     n-a-p-nap 
p-a-p  =  pap    p-a-t-s  =  pats 

Nat    and    ?^an 

Nan    and    Nat 
tiie    iiuni,    the    cat 

and    tlie-pan. 
tiie    cat    sat 

on    a-pan. 
tiie    man    pats    tiie-cat. 
can    ttie-cat    pat    tlie-man  ? 
Nat    and    Nan    can    pat    tiie-cat. 


^/^-^        <y2^.t^'2^      ^^^        -'f/t-'e'        'CU^'l. 


10 


THE     STEP -BY- STEP 


LESSON    e 


P     f 


f    f    f    f 


/ 


f — a — n    f-a-n  =  fau       f — a — t    f-a-t  =  fat 


a-fan        tiie-fan 

my    fan 
a-fat    man 

my    fat    cat 
tile  cat   sat  on  my  fan. 
a-fat    man    and    a-fat    cat. 

tiie-tat    man    pats    my    cat. 
Nan    can    fan    Sam. 

]N"at    can    fan    Nan. 

can    Sam    fan    tiie-cat  ? 


/^-e 


2^^        C 


-a^f    ^^c^^ 


iX-z^^c-      ^^yi^      -T^yi-^ 


/ 


■tyi^^yi- 


PRONOUNCING     PRIMER. 


17 


D     d 


LESSON     7 


d     d     d     d 


d     ^ 


s-a-d  =  sad       s-a-p  =  sap        m-a-d  =  mad 
a-n-  d  ^  and       s-aiid  =  sand     D-a-n  =  Dan 


a-cap    and    a-pan    and    a-fan. 
N^an    and    Sam    and    ^at    and    tlie~cat. 
tiie-fat      man      and      my     cat      sat      on 
tiie-mat. 

Dan    sat    on  r^s^rv^  ^. 

tiie-sand.  i^^^^^-^-^-.^^^^v   ^ 

Mae  and    Sam    sat 
on  tiie-sand. 


Kan    and    Nat    sat    on    tiie-sand. 
Dan    and   Sam    and    Mac    and    JN^at   and 
N^an    sat    on    tlio-sand. 


18 


TH E     STEP -BY -ST EP 


H    h 


L  ESSON     8. 

h 

1 

1     li 

h 

-a- 

-t        : 

=  lat 

1 

-a- 

-c. 

=  lac. 

1 

-a 

-ni 

=  lam 

I 

-a- 

-n 

H 

=  land 

h 


my  hat      the-hat         a-hand      my  hand 
tiie-man    liad    a-hat    and    a-ham. 
Dan    had    a-nap    on    the-sand. 
Sam   had  my  fan  and  my  cap,  and  Dan 
had    JNTat's    liat. 


at 

ac 

an 

ap 

am 

s-at 

s-ad 

f-an 

c-ap 

S-am 

i-at 

f-ac 

p-an 

n-ap 

h-am 

n-at 

li-ad 

c-an 

h-ap 

d-am 

ff-at 

d-ac 

D-an 

m-ap 

and 

p-at 

m-ac 

i-an- 

d 

apt 

act 

PRONOUNCING      PRIMER.  19 


LESSON     9. 

TT-  •  •  •  •  • 

11  1111 


^ 


p-i-n  =  pin  t-i-n  =  tin  s-i-t  =  sit 

Ii-i-d  =  hid  i    d-i-p  =  dip  d-i-d  =  did 

s-i-p  ^  sip  t"i-p  =  tip  n-  i-p  =  nip 

d-j-ii  =  dill  h-i-t  =  hit  h-i-p  =  hip 

Dan    had    a-pin.       Sam    hid    the-pin. 
Sam    liid    it    in    the-tin    can. 
My  cat  had    a-nap.     Mac  hit  my  cat. 
Sam    hit    Mac^    and   Mac    hit    the-cat. 
Mac    hit    the    cat    on    the    hip. 
Did    Sam    hit    Mac    on    tho-hip  ? 
My    cat    can    sit    in    Mac's    hat. 


map-s  =  maps      cap-s  =  caps      hat-s  =  hats 

mat-s  =  mats        hit-s  =  hits         sit-s  =  sits 

dip-s  =  dips         tip-s  =  tips         fit-s  =  fits 


20 


THE     STEP-BY~STEP 


E     e 

p-et  -- 

s-et  = 

n-et  = 

m-et: 


LESSON      1  O. 


e     e     e     e 


e    -^ 


et 
pet 

set 
net 
met 


f-e-d  =  fed        n-e-s-t  =  nest     t-e-n-t  =  tent 
JN'-e-d  =  ]>red     s-e-n-d  =  send    s-e-n-t  =  sent 

Ten    men    met    in    a-tent. 
Tiie-men    had    a-nap    in    tiie-tent. 

ISTed    and    Nat    liad    ten    pet    cats. 
Tiie-cats    fed    in    a-pan. 

Nan    had    a-pet    hen, 
and  tiie-pet  hen 

"^    .!SLii.TvSl!i  ^^^^^    a-nest. 

"^  The-hen     can     sit    on 

tlie-nest. 


PRONOUNCING     PRIMER. 


31 


LESSON      11. 


0 


o 


o     o     o     o 


0       i^ 


Dot 
Don 


t-o-p  =  top  li-o-p  =  liop  s-o-p  =sop 

c-o-t  =cot  ;.  li-o-t  =Iiot  d-o-t  =dot 

n-o-d.=  iiod  s-o-d-sod  p-o-d  =pod 

n-o-t  =iiot  p-o-p  =  pop  T-o-ni  =  Tom 

s-p-i-n  =  spin         s-t-o-p  -  stop  Doc 

s-l-o-p  =  slop  stop-s  =  stops 

s-p-o-t  =  spot  spot-s  =  spots 

Tom    had    a  top. 
Doc    hit    the  top. 
Can  Doc  spin  the  top? 
Doc  can  not;  Tom  can 

spin    it,    and    Doc 

can    stop    it. 
The  to])    can    si)in    on    my    lumd 


M 


r 


er^'T^ 


^^^^^/?- 


23 


T H E     STEP-B  y-STEP 


L    1 

1-a-d 
1-a-p 
1-i-p 


lad 
lap 
lip 


LESSON      12. 
1111 

1-e-d  =  led 
1-e-t  =  let 
lip-s  =  lips 


I 

1-i-d  =  lid 
1-o-t  =  lot 
lot-s  =  lots 


1-a-m-p 

1-o-s-t 

1-e-ii-d 

1-e-f-t 


lamp 
lost 
lend 
left 


1-i-f-t 
1-i-s-p 
H-a-l 
A-l-f . 


lift 
lisp 
Hal 
^Alf 


Hal    left    tile  lamp    on    tlie  step. 

Let    tiie  lamp    sit    on    tlie  stand. 

Dan    lost    Alf's    pen    and    j^J^at's    top. 

Lend    Alf    a  pen    and    a  pin. 

Can    a  lad    lift    tlie  lid    on    tlie  big   pot  ? 

Tlie  fat    man    can    litt    it. 

My    pet    cat    sits    on    my    lap. 

Xan    and    Dot    hop    in    tlie  lot. 


PRONOUNCING     PRIMER. 


23 


LESSON     1  3. 

G    g 

g        g         g        g 

y  7 

a-g  =  ag 

e-g  =  eg 

t-ag  =  tag 

1-eg  -  leg 

g-e-t  =  get 

n-3g  =  nag 

3-eg  =  peg 

g-o-t  =  got 

g-ag  =  gag 

M-eg  -  Meg 

g-a-s  -  gas 

i-g  =  ig          o 

-g  =  og 

p-ig  =  pig 

d-og  =  dog 

g-i-g  =  gig 

d-ig  =  dig 

l-oo'  =  I02; 

g-a-p  --  gap 

f-ig  =  iig 

i-og  =  liog 

g-e-t-s  -  gets 

A   pig   in 

1      1  -I    /    1          T-H"*    /~\        ^^  1    y^v   /-«            / 

~k»  ^~\  T-             *r^  T-                                                                                          *;    -^^ 

the  pig  ?      Tiie  dog    _i 


did  not  get  at  tiie 


pig.      Tiie  pig    got 

in    tiie  pen.       Tiie 

dog   sits   on    tiie  sod.     Did    the  dog  nod 

at    til e  pig  ?     Can    a  [)ig    nod    at    a  dog? 


24 


THE     STEP-B  r-STEP 


\J     u 


L  ESSON     14 


U       U       II       II 


u     -t^ 


u-s  =  us    G-ns  =  Grus    u-p-up    c-up  =  cup 


f-u-n  ^  full 
c-u-t  =eut 
s-ii-p  =  sup 
d-u-g  =  dug 

cup-s  =  cups 


li-u-g  =liug 
s-u-m  =  sum 
n-u-t   =uut 
s-u-n  =sun 

cut-s  =cuts 


Ii-u-t   =liut 
p-u-p  =.pup 
h-u-m  =  hum 
m-u-g  =mug 

nut-s  =  nuts 


m-u-s-t  -  must    d-u-s-t=dust    ]i-u-ii-t=liuut 


Ned  had 


Gus   had 


Alf   hid 
the  uiui2\ 
hunt    tiie  mug    and    the  cup. 


a  cup. 
Sam   liid 
the  cup. 
Let    us 

Tom     dug    a  pit    in    the  sand. 
Gus    must    not    get    in    the  pit. 
Meg    must    not    sit    in    the  dust. 
Let    us    sit    ou    a  log    in    the  sun. 


a  mug. 


PRONO  (JNCINO     PRIMER. 


25 


LESSO  N      1  5. 


I   i      i=y      y=i      y=i      ^  y 

I    must    sit    ill    tiic  hut. 
If   I    sit    ill .  tiie  sun    T   am 

hot. 
My    pet    dog    sits     on    my 

hip,    and    I    hug    him. 
My    pug    sat    on    my    hip    in    the  hut. 
A  fat    man    had    a  nap    in    the  hut,    and 

the  dog    had    a  nap    on    the  sand. 


T    liad    a  mug.     T    h)st    my    mug. 
It    got    hjst    in    tiie  pig-pen. 
My    mug    had    a  nut    and    a  top    in    it. 
A  pig    got    the  nut,    and    Alf    had    the 
top,  and    Hal    liid    the  mug    in    tlie 


sand.     Hal    must    get    my    mug; 


7^r^ 


J 


U^      ^/^-f^/?-- 


-i^^^^ 


4 


-^• 


^^-M^'f. 


26 


THE     STEP-BY-STEP 


b-a-t  =  bat 
b-i-d  -  bid 
b  -ii-t  =  but 
t-ii-b  =  tub 
b-u-n  =  \)\\\\ 
B-e-ii  =  Ben 
b-e-l-t  -  belt 


LESSON      16. 
b         1)         1)         1) 

b-i-t  =  bit 
l)-a-d  =  bad 
b-e-g  =  beg 
n-a-b  =  iial ) 
1  )-u-g  =  bug 
B-o-b  =  Bob 


b-i-g  =■■  big 
l>-a-g  -  bag 
b-e-d  =  bed 
b-o-g  =  bog 
b-u-d  -  bud 
M-a-b  -  Mab 


b-e-s-t  -  best  b-e-u-d  -  beud 


|rM*%    A  l)ad     him    bit    my    hand. 

Let     us     nab     ttie  bug     hy 

tile  leg.     Bob  must   not 

liit  tlie  l)ug,  luit  let  it  fly  in  tiie  sun. 

Did     the  bug     get     on     my 

hat?     It   did  not;  it  got 

on  a  bud.     Fly,  bug,  fly. 

T  cnu   i)in   al)ud  on  my  belt,  "^^mm^^ 

Mab    had    an  al-buni    in    a  bag. 


PBONOUNCINO      PRIMER. 


27 


LESS  ON      I   7 


z 


7.       7.       7.       Z 


Z       ^ 


Z-i-p  =  Zip      B-o-z  -  Boz      i-l-y  =  fly 
*  a-s  =  az      h-as  =  liaz      i-s  =  yl       h-is  =  hiz 

Z  »■  Z  7.  Z 

Zir    and    BOZ. 

Zip   is  my  dog,  and 


Zip 

Boz 

Bcii 

Ben 


Zip 
Boz 


Boz   is   iiiv  biii!, 
lax    cax. 

is    not    as    fat    as    Boz. 

z  z  z 

and    Zip    sit    on    a  mat    in    tiie  snn. 
sits    by    Boz    and    Zip,    and     l^en 
has    a  fly    on    Ids    hand. 

Z  t/  f. 

taps     the  fly,    and     it     is     not    on 
his    hand. 

z 

snaps    at   tiie  fly.      Did   Zip   get    it  ? 

(lid    not    <i"et    the  flv,  l)nt   J)OZ   «;ot  it. 

bit    Zip    on    tile  lip    and    tiie  leg. 


*  Tlic  small   letter  below  shows  the  souml  which  the  larger  letter  represents  in 
the  word. 


2S 


TUB     STEP-BY-STEP 


LESSON      18. 

Liixlit-line    letters    have    no     sound. 


f-U-SS  --=  f  US 

in-i-S3  =  mis 

N-e-U  =  ISTel 

m-ii-s3  =  mils 

d-ea-f-  def 


t-e-11  =  tel 
1-C-S3  =  les 

t-0-S3  =  toS 

m-e-ss  =  mos 
b-u-zz  =  biiz 


t-i-11  =  til 
b-iiy  =  by 
l-a-S3  =  las 
h-i-S3  =  his 
d-o-li  =  dol 
d-e-bt  =  dot 


h-ea-d  =  bed 
liand-lo     litt-lo      patu-ed     fiU-ed      Ell-en 

Ami    is    the  best    las3    in    tiie  class. 

7. 

A  fly    can    buzz,    buzz,    on    tiie  glas3. 

Ell-en    must    not    get    in    a  fus3. 

Belle   has    a  dol!  ;    it    can    nod    its    head. 

7.  J 

Mis3    Hill    can    buy    my    doll    a  hat. 
Nat's  little   lamb  is   dead.     The  bad  dog, 

Snip,    bit    it    on    the  head. 

Has    the  hand-bell    a  lian- 


dl 


o  9 


It   has    a  handle, 


and   it   is    a  bras3   bell. 


PRONOUNCING     PRIMER. 


29 


LESSON      19, 


Y 


Y 


V 


U       11       11 


V      ^ 


v-a-t  =  vat        v-a-n  =  van        p-ii-t  =  put 
p-ii-li  =  pul    ;    f-ii-ll  =  fiil        p-u-Sc  =  piis 


A    YAT 

is    a 

z 

big    tub. 


BOB    is 

z 

on    tiie 
steps. 


The  vat    is    full ;     hot    stuff    is    in    it. 
Bob    can    get    up     on    the  toj)    l\v   the 

steps,    and    mind    the  hot    stuff 
I    must    not    put    iny    caj)    in    tiie  vat. 
If    T    did    1    could    not    get    it. 
T    must    put    my    cap    on    a  peg. 
The  peg    is    by    the  hat-stand. 
My    puss    has    a  bed    by    the  stand. 


30 


THE     STEP-BY-STEP 


LESSON     20 


f-v 


of=ov 


o  =  u 


to  =  tu 


All'    bit    tlie  tip    of  1113"     pen. 
Hall    has    bent    tlie  end    of  tiie  pin. 
Let    tile  lad    have    a  bit    of  niy    bun. 
I    must    beg    Hall    to  give    Pan    a  doll. 
Let   us   not   pull   the  bud    off  its    stem. 
I    have    to  put    niy    puss    to  bed. 
Give    Bill    the  tin    cup    and   fill    it    full 
of  sand.     Put  in  sand  up  to  the  top. 
M}"   dog   has    a  lot    of  pups.     I  must   get 

the  dog     to  let 

Gus    have     a 

,  pup  ;  for  Gus 

fi^.  has     cut    his 

• ■  Z  7. 

leg,  and  can- 
not   stand. 


/e 


22 


tZ^l^-e^         7?  tyUii) 


PRONOUNCING      PRIMER. 


31 


LESSON     2  1. 

r     r     r     r 

r-a-n  =  i-an 

'r-e-d  =  red 

r-u-b  =  rub 

r-o-b  =  rob 


r-o-t  -  rot 

t-r-o-t  =  trot 

f-r-o-m  =  f  V*om 

F-r-e-d  -  Fred 

%      A    RAT 


\%  on 


R     r 

r-a-t  =  rat 
r-a-p  =  rap 
r-a-g  =  rag 
r-u-g  =  rug 

A  RAT! 

a  biii*    rat ! 

A  rat    is    on    tiie  best    rug.     It  ran    by 

tiie  side    of  tiie  red    mat. 
Ttie  rat     is     not     as     big      as     tiie  cat, 

Ijut    it    got    a  nut    from    my    bag. 
I    try    to  get    rid    of  tiie  rats, 
i^.is  !     Pus   !     Run    for    tiie  rat. 
Run,    rat,    run ;    run    fast    from    tiie  cat. 

*or      for      nor      fur      cur      lier      Avere 


a  nig. 


Teach  by  wonl,  and  iliill  o\\  tiiial  "r."' 


32 


TllE     STEP -BY- STEP 


LESSON     22 


J    J 


• 


J    J    J    J 


J 


j-"-g= 

=j"g 

j-a-m  =  jam 

j-ii-s-t=jiist 

j-i-g  = 

•  • 

j-o-b=j()b 

j-ii-in-p=jump 

j-o-g  = 

=  JOg 

J-i-m  =  Jim 

J-oh-ii  =  Jon 

.-=^^^ 


Jim  Camp  has  a  jug  in 
his  liand.  His  doe: 
runs  up  to  him. 
The  dog  runs  just  as 
fast  as  Jim  can  run. 
The  dog  jumps  up  by  Jim's  side. 
Ben    Hunt    ridcS    on    his    doe;;     but    it 

7.  7.  CD     ] 

is    a  big,   biff    dog.     John    Beh    has 
a  dog,    but    it    is    a  pug    dog. 
Fred    Gibbs     lias    a  cur.       A  cur     is     a 

7.  7.  7. 

kind    of  doa'.     Cur-r-r 


) 


cur-r-r. 


Fred    and    his    do";    have    lots    of  fun. 

z  O  V 


PRONO  UNCING      PRIMER.  Si 


n 


LESSON     23. 

\\"     w  w     w     w     w  tc      ^Y^ 

Av-i-t=wit        w-i-ll=\vil  w-i-n-d=wiiid 

\v-i-a=wi«:  •  w-e-li=wel  Av-e-ii-t=went 

w-e-t=wet  w-e-b=web  w-on-ld=wiul 

w-a-g-wag  w-e-re-Avor  Avag-oii- wagon 

JoLii    and  Will    went    to  set    np    a  tent. 
Tiie    lads    went    in    a  Avag-on. 
A  man    in    the  tent    had    on    a  AAng. 
A  AA^ag     got     the  wig     and     hid    it     in 
John's     AYai>:-on.       A  Avae;     is    a  lad 

z  CD  CJ  z 

that    is    fond    of  fnn. 

7.  V 

Jo;  n's  do<j:    had    a  bed    in    the  wag-on. 
Did    not    the  dog    jnnip    at    the  Avag? 
The  dog    did    jnnip     at     the  AA^ag,    l)nt 
the  waa"    did     not    niTnd    th(3  doir. 


I^^^^T^       -l^-^^^      t^-^-^^-e^/      t^C^^d-^      24^^a^-^'0''7^ 


34 


THE     STEP-BT-8TEP 


Til    til 

tii-ii-t=tiuit 
tii-ii-s=tiius 


til 


LESSO  N      2  4. 

til     til     til 

tii-i-s=tiiis 
tii-G-iii-tiiem 


th     -^ 


tii-e-ii=tiieii 
w-i-tii=witii 


tii-i-ii  =  fliiii      p-i-tli  =  pitii 

Tiiat    and    tiiis, 

tills    and    tiiat ; 
Ned    is    fliin, 

7.  1 

but    Tom    is    fat. 

7. 

Tom     an(i    INTed    went    to 
get      a  bag      of  nuts, 
and  Mab   and  Gns  Avent  witii  tiieni. 
Di(i   tile  iads    have    fun   witii    tiie  nuts? 

z 

Ned  and  Tom  had  lots  of  fun,  but 
Gns    and    Mai)    got    in-to    a  bog. 

Tiien  a  man  sent  for  his  dog,  and  tiie 
man  Avent  witii  his  dog  in-to  tiie 
l)Oii'    for   Mab    and    Gus. 


PRONOUNCING      PRIMER. 


35 


Sli     sii 


LESSON     2S. 


sii     sii     sii 


sh 


d^/7^ 


sii-a-d=siia(l 
sii-a-1  !=siial 

w-i-s1i=wish 

g-a-sli-gasii 

sli-o-ve-siiiiv 

u 

siiov-el 


sii-i-j)-ship     sli-o-t=sii()t 
sli-i-ii=siiiii  .  sii-o-p=siiop 

d-i-s1i=disli  f-i-sii^fisii 

d-a-sii=dasii  l-a-sii-Iasii 

li-a-sii=liasii  b-u-sii=biis1i 

h-u-sii  =liiisli  bus1i-ol 

That     ship     went     to 

get     some     fish;    it    ^ 

Ave  lit      five       iiilles 

from    the    land. 
My    dog    Dash    went    in   the  siii}).     Tiie 

men    wt    a  lot    of  cod-fish.     A  shad 

is    a  fish.     Put    the  shad    on    a  dish. 


Ben     cut     a  gash    in     my   cap.     I     wish 
Meg    would    mend    it. 


36 


THE     STEP- BY- STEP 


Rob  ^'ot  a  lasii  on  his  siiiii.  Husii! 
let    us    not    tell    ttie  lads    of  it. 

Let  us  piisii  niv  wagon  up  to  ttie  slied, 
and  hunt  for  tiie  sliov-el  and  put  a 
l)usti-el    of  dj'v    sand    in    tiie  wa^'on. 


LESSON     26. 


K     k       k  =  c      c  =  k      k  =  Ic       k 


k-i-ll=kil 
k-i-t^kit 
kitt-en 
M-I-ke=Mlk 


k-i-d-kid  iu-i-1-k^niilk 
k-e-g=keg      s-i-1-k-silk 

k-i-u=kiu  s  u-l-k=sulk 
1-I-ke = Ilk        p  -  I-ke  -  pTk 

Mike  can  put  tlie  kid  in  tlie 
siiedj  and  tiien  give  tiie  kid 
and    tile  kitt-eu    some  milk. 

Tiie    kitt-en  will  lap   tiie  milk. 

Does    a  kid    lap    milk   as  a  kitten    does  ? 

U  Z  1  7.  II  Z 

A  dog  laps  milk   iTkD   a  cat  or  a  kitten. 
Set    tins    keg    up    on    its    right    end. 


P  RONOUNCINO      PRIMER.  37 


L  ESSO  N     2  7. 

E     e  e     e     e 


e     e     e 


be  she  seat  leaf  fear  tear 

he  tea  beat  read  near  lead 

we  -sea  heat  lean  hear  bead 

me  key  meat  heap  dear  mean 

Is  Ben  in  the  hut?  He  is  in  the 
luit.      Mea:   ii^    ii^   the  hut    as   well.     She 

O  7.  Z 

AYent  in  for  her  dear  little  puss.  But 
she  is  cross,  and  I  fear  she  will  hurt 
the  kitten. 

Meg,  give  me  the  pus ' ;  be  not  cross ; 
we  should  not  be  cross.  Hear  me 
read: 

"We  must  not  beat  the  cat  or  the 
dog;     Ave    shsiild    be    kind    to  tiie  pets.'' 

Ben  will  not  beat  his  ])up ;  lie  Avill 
be    kind    to  him    and    give    him    meat. 

452181 


38 


THE     STEP- BY- STEP 


L  ESSO  N     2  8 


A 


a 


a     a 


a 


a     a     a 


ate 

late 

cane 

s  a  fe 

babe 

alo 

t  a  le 

c  a  se 

t  a  ke 

gate 

a  pe 

lane 

cake 

lake 

rake 

cape 

3  ale 

same 

fade 

g  a  me 

tame 

fade 

made 

lame 

3ake 

c  a  me 

Jane 

Kate 

mate 

n  a  me 

Katu   has    tiie  babe 

z 

in  a  wao"-on.  She  will 
trdvt;  it  to  ride  b)~  tiie 
lake.     The  babe  is  safe 

z 

witii  Kate. 

Jane  met  Kate  at  tiie  gate.  Sfie  gfive 
tiie  babe  a  cake  and  a  bun.  Tiie  babe 
ate  tiie  bun,  but  did  not  esit  tiie  cals 

Tiie  nam^  of  tiie  babe  is  Sa-di. 

Sa-(li  is  fond  of  Kat     and  Jane. 


Ke. 


PROJ\'0  URGING      PRIMER. 


39 


LESSON     29. 


0     5 


0     o 


so       g  ( ) 

bone 
li  o  le 
pole 
bolt 
post 
g  o  1  d 


n  () 

doze 

r  o  se 

z 

no  se 

z 

colt 
sold 
w  o  r  n 


oli^o 

wo     Jo 

r  o  pe 
h  o  pe 
r  o  de 

old 

hold 

boat 


o     o     o 

t  oe     h  oe     foe 
w  o  ke      to  re 


li  o  me 
more 

told 
most 
r  o  11 


sore 
wore 

cold 
torn 

coat 


T  can  smell  tliat  rose  tliough 
T  liave  a  cold.  If  T  did  not 
have  a  nose,  I  could   not. 

z      7 

I  have  a  sore  toe ;  T  cut  it  on  the 
lioe.     Oh  !    it  hurts  me  so. 

My  coat  is  old ;  I  wore  it  till  T  tore 
it.  T  have  worn  it  un-til  it  is  full  of 
holes  and  can-not  be  mend-ed. 

7. 

Let  us  <i:o  home.     Hold  ou  to  mv  liand. 


40  TH?:     STEP-  BY- STEP 


LESSON     SO. 


Y    y      y  =  i      i=y      y-i      // 


lad-}^       1^'^^-y      ver-y       Tub-y      SaL-y 
l)ril)-y      P<~^i^-y     i^g"Iy        ToD-y      Jerr-y 
caiT-y     fen-y     merr-y     Ilarr-y     siiagg-y 

Toby  lias  a  pony ;  his  name  is  Don. 
He  can  trot  fast.  He  is  a  siiaggy  pony, 
and  Toby  says  he  is  ng-ly ;  bnt  he  is 
kind  and  lets  ns  ride  him  to  the  ferry. 

Harry  and  Jerry  can  carry  somc^  milk 
to  tiie  kid  and  kitlen  in  the  slied. 


yes=yes    yet=yet    yam=yani    year=yer 

AVill  Tony  have  a  3^am  ?     Yes.     Is  tins 
pd-ta-to  a  yam  ?     Yes ;   that  is  its  namec 

Sally   is   lazy ;    siie   will    not   hold   tiie 
brd)y.     Tiie  baby  is  not  yet  a  year  ohl. 


PRO  NO  UNCIN  G      PR  IME  R . 


41 


I 

pie 
die 

r  I  de 
side 
li  1  de 
m  1  le 


LESSON     3   1 


1         1 


c/ 


1  le  by         t r y        d r  y      f  1  y 

t  le       -   m  a"        f  r  y       sky      c  r  y 

line  fine  bite  find 

n  I  ne  pi  le  w  I  de  i'  I  n  d 

V I  ne  d  I  me  sii  I  ne  b  I  n  d 

1 1  nie  m  I  ne  ll-on  in  I  n  d 


Tiiat  is  tiie  big 
red  ll-on ;  hear 
him  roar.  Let  ns 
go  and  hide  from 
the  ll-on,  so  that 
hewiL  not  bite  ns. 

He  will  not  bite 
us,  foi*  he  can-not 
ii'et  ne  i.r  to  us,  though  lie  ean  ro  i.r. 

T  liad   ulne  ])ins  in  my  liaud,  l)ut  T  liave 
lost   five.     I   must  try  to  find  them. 


THE     STEP-B  Y-STEP 


L  ESSO  N     32 


Oo 


oo 


00       00       00 


00 


'^?-^ 


b  oo  t=l)oot 

m  oo  11=1110011 

r  oo  m=rooiii 

t  oo  th=tooth 

b  r  00  m-brooiii 


c  oo  l=cool  p  00  r=poor 
s  00 11 -soon  c  oo  p-coop 
f  oo  d=food  r  oo  t=root 
^^  b  a  11 00  ii=bal-oon 
r  a  cc  00  n=rac-oon 


Tlie  dog's  food  is  in  tiie  coop. 

Ttie  baby's  milk  will  soon  be  cool. 

Tliat  poor  man  has  an  old  broom.  He 
A\  il    cle  in  tile  pafli  for  ns  for  a  dime. 

A  ball-oon !  a  ball-oon !  It  goes  np, 
np,  lip ;  it  can  go  very  high,  np  in  the 
sky.     By-and-by  it  will  come  back. 

HaiT-y  Hnnt  has  a  pet  raco-oon.  A 
racu-oon  is  the  size  of  a  cnr   doe:.      Men 

7.  V  C 

luint    the  racc-oon    by   tiie  light    of    the 
moon  witii  doiis  and  iinns. 


PRONOUNCING     PRIMER  43 


L  ESSO  N     3  8. 

IJ       U  U       11       fl  II       II       u 

a  e         1  o  u  00 

use     due       'pure      cure     cute     mule 
use     fume     mute     cube     tube     du-ty 

T  waut  to  use  that  uiee  o:old  ijeu. 

o  •  z  s  O  i. 

Mv  son,  yon   should  not  fume  and  fret 
SO :    you  have  no  fise  for  a  pen  yet. 
Let  us  go  and  try  to  cure  the  ohl  mide. 


ew  =  u  ew  =  u  ew  =  u 

new=nu         few=fu         pew=pu       chew 
h  ew=hii       m  ew-mfi       d  ew=du       s  t  ew 

My  hat  is  nt>w.     T  have  a  few  nuts. 
The  dew  is  on  the  OTasoi    we  must  not 
run  in  tiie  dew  or  we  shall  get   \\q{. 
To  lic^v  is  to  cut.      Jo   can    liew   a  loi;-. 


44 


THE     STEP-BY-STEP 


L  ESSO  N     34. 


ee  =  e 


ee  =  e 


ee  =  e 


-e^-e- 


b  ee  =  be 

fee  t  = 

=  fet 

feed 

fee 

s  ee  =  se 

h  ee  1  = 

=  hel 

b  eer 

3  ee  f 

fee  =  fe 

s  ee  n  = 

=  sen 

p  ee  p 

s  ee  ( 

L  ee  =  Le 

V  ee  p= 

-  kep 

d  ee  p 

w  ee  p 

t  ree 

Avee  c  = 

=  wec. 

s  ee  111 

gee  se 

free 

b  ee  11  = 

-  bill 

11  ee  d 

t  ee  fh 

I   see   a  bee  ;    it   is   on   tiie  apple   tree. 

Can  it  see  me  ?     Will  it  bite  ? 

Tiie  bee  can  see  you,  but  it 

^  will  not  heed  you  if  you  keep 

still.     It  will  soon  flv  off. 

Ann  Lee    has  been    to  feed   the  geese. 

She  says  tlie  red   hen   has   a  nest   in  the 

weeds.     The  nest  has  seven  e^p^  in  it. 

We  will   tclke   a  peep   at   it  by-and-by, 
and  try  to  find  some  o-oose  e^'PS. 

c  •  u  O  Oo  z 


PRONOUNCING      PRIMER. 


45 


Oil     cli 

cii-a-p  =  ciiap 
cii-o-p  =  ciiop' 
s-u-eii'-  sucli 


LESSON     3S 


cii     cii     cii 


cli-a-t 

di-i-ii 

m-u-cii 


ch 


cii  at 
ciiiii 
mucii 


•^^^- 


cii  i  ]) 
cii  u  111 
ricii 


Tiiat   ciiap    can    ciiop  well. 
Tiie    ciiips    fly  as    he    ciiops. 
I)  A  ciiip  hit  me  on  tiie  ciiin. 

Tiiat  hid  is  my  cimni. 

7.  e 

His     iianiH     is     Ciiaii. 

z  z 

'%,  We  chat  as  we  go  to 
school  to-geth-er. 
Ciian  is  snch  a  kind 

z 

lad.     He  has  mncii  to  do,  for  his  moth-er 

7.  '  <>0  /  Z  II 

is  not  I'ich,  and  he  has  to  work  as  well  as 

z  7  z  •  11  z  z 

a'o  to  school.     Chan  says  it  is  not  nion-ey 

O  •  e  «y    z  z  u  t/ 

that  is  tile  best  rich-es,  bnt  Avis-dom  and 

Z  7.  J  Z  U 

love.     His  moth-er  told  him  that. 


46  THE     STEP- B  Y- B  T E P 


LESSON     36 


ay        {vy  =  a        ay  =  a       «^y  =  i^       ^5^ 

s  ay=sa  1  ay=la  w  ay=wa  s  t  ay 

d  ay = da  i'  ^ty = ^'^  a  w  ay = awa  clay 

pay^pa  Iiay=ha  play=pla  dray 

may-=ma  gay=ga  Tray^Tra  gray 

May  we  stay  at  home  to-day  and  play  ? 

Yes,  we  may,  for  tliis  is  Sat-ur-day. 

Tiien  let  us  get  a  lot  of  clay  and  make 
mnd  pies  and  bake  tiiem  in  a  fire. 

jN^o,  let  us  get  dog  Tray,  and  a-way 
we  will  go  to  lielp  tiie  men  rake  hay. 

Yes,  we  will ;  tiiat  is  re-al  fun,  and  we 
can   ride    home    on    top    of  the  wag-on. 

May  Tray  ride  on  tiie  wag-on  too? 

I  do  not  know,  l)ut  he  will  ask  to  ride ; 

<>o  ;  •  ; 

iust    see   his  eyes    shine  as  he  hears  me 
say  he  may  go  with  us  to  tiie  hay-field. 


PRONOUNCING     PRIMER.  47 


LESSO  N     3  7. 

ai         ai  =  ri         ai  =  a  ai  =  a         n-^- 

ail  =  al  aid  =  ad  sail  fail 

tail  =  tal  .laid  =  lad  pail  jail 

1)  ai  t  =  bat  'r  ai  1  -  ral  p  ai  d  v  ai  n 

paiii  =  pan  rain  =  ran  nail  maid 

gaiii^gan  liail  =  lird  mail  main 

May  we  trd^e  a  sail  on  tlie  bay?  No, 
for  I  fe  oV  it  will  rain  very  soon.  You 
may  take  a  pail  and  go  to  tlie  end  of  the 
Irme  and  get  some  bait  for  ns  to  tisii 
witli.     Fisli  l)ItH  best  on  a  rainy  day. 

This  hsh  is  a  shad.     It 

z 

lias  fins  and  is  very  bo-nv. 

Shad  live  near  the  big,  wide  sea. 

Do  you  know  if  the  mail  has  come   in 

Ol)         t/     <)0  z  u 

to-day  ?      K^f),    but    I    \\  ill    hail    the  post- 
man and  ask  him  if  it  has  come. 

7.  U 

Try  to  hit  that  nail  on  its  head. 


48 


THE     STEP-BY-Sr  KP 


LESSON     38. 


lU/ 


lig- 


Ilg     llg     llg 


^^?' 


1)  iilig=billlg 
li  a  iig=liang 
w  i  iig=wiiig 
go  llg- go  llg 


r  1  iig=riiig 
r  a  llg = rang 
r  u  iig=ruiig 
1  o  iig=loiig 


siiHi:=siiH>: 


s  a  iig^ 


sang 


s  oiig=song 
fli  i  ng-tliiiig 


a 


Ding-dong ;    ding-dong.''     Is 


til  at  a  gong  ?  l^To,  it  is  a  bell , 
it  rin^s  for  us  to  2:0  in-to  sciiool. 
It  hangs  very  liigh  up,  and  it  lias  to  be 
pulled  by  a  long  and  strong  rope. 


Sing  me  a  song,  but  not  a  long  ,.one. 
'^  Ding-dong  bell ;  tiie  cat's  in  tiie  well. 
Who  put  lier  in  ?      Little  Johnny  Finn." 

Did  you  learn  that  tune  from  Ma-bel? 

«/  00 

Yes,  T  heard  her  siiii>:  it  last  nioiit. 
Tell  me  the  rest  of  the  song. 


PRONOUNCING      PRIMER.  49 


LESSON     3  9, 


fi  =  ng  n  =  iig  fi  -  ng 

i  n  k^^ifik        b  a  fi  k=1  )afik     fli  i  \\  k=:  tliifik 
w  i  n  k= wink    4i  a  n  k=harik     tli  a  n  k=tliafik 
s  i  fik= sifik        t  a  fik^tafik     di  u  fik^ciiufik 

Ma-mie,  can  you  wink  your  rid  t  eye? 

Yes,  T  fliink  T  can.  Oh,  bnt  that  is 
your  left  eye;  try  to  wink  the  right.  I 
can  wink  both  eyes ;     one  at  a  time. 

I  think  it  will  soon  be  dinu-er  time, 
Wil.i  •,  please  ring  the  bell  for  the  man 
at  the  tank  to  come  and  get  ready,  and 
tlien  hold  this  liailk  of  thread  for  me  to 

v 

wind.     T  have  made  a  cherry  pie  for  you. 

Oh,  tluifdv  you,  Mri-mie;   af-ter  dini-er 

I  will  till  youi*  irdv-stand;  it  is  near-ly  dry. 

«/      DO  '  Z  «/  «•' 

I  will  wash  it  clea.n  at  the  sifdv. 


50 


THE     STEP-BT-STEP 


LESSON     40. 


Oi 


oi 


cH  =  c>y       oy 


CR 


€?-?'• 


(>il  =  (Hl       1)(h1  =  1)(h1      toy     joy    join 
t  oi  1  =  toil    c  oi  11  -  coin     b  oy    1{  oy   j  oi  n  t 

See  tiiis  boy.     His  name  is  Roy. 
He  seems  full  of  joy.     He   has  a 

Z  •  V  fj  «/  7. 

coin.     It  is  a  dime.     Will  Roy  buy 
toys  Avitii  his  dime  ?     I  think  he 
'I  will  buy  Cclkes  or  can-dy. 

Roy  nirikts  a  great  noise.  Most 
boys  like  to  mfik  mncii  noise.  Roy  has 
a  fine  voice. 

s 

LESSO  N     4  1. 

Ou     on     oa=ow     ow=ou     ^^^     t^^^ 

on  t  1  ou  d  c  ow   n  ow  f  ow  1    f  1  on  r 

p  cm  t  t'  ou  11  d  V  ow   h  ow  p  1  ow    h  ou  se 

ou  r  r  mi  n  d  I)  ow  s  ow  t  ow  n   m  ou  se 

s  ou  r  s  ou  11  d  V  ch\^   ow  1  d  ow  n  B  r  ow  n 


PRONOUNCING     PRIMER.  51 

Jeff  BrcHvn  is  go-ing  out  of  ttie  house 
for  a  can  of  oil  and  a  baii'  of  flour.  He 
must  not  pout,  nor  siiould  he  siiout  very 
loud  in  the  street,  or  stop  to  play. 

Jefi  stops  ;  ^  he  sees  some-fliing  on  the 
o;round  ;  it  is  round  and  red ;  it  is  a  cent. 
Hmv  glad  he  is  ;  now  lie  can  buy  an  apple 
to  i>:iYe  to  his  little  sis-ter  Dot. 

O  •  7. 

List-en  to  Dot's  cat.  Does  it  say,  "Me^v, 
mew''?     I  thirdv  it  says,  ^^Mi-ow,  mi-ow." 

e  U     7,  J  J 


1  (J-;;    b  ow     s  1  nw     s  n  ow  c  r  ow     b  6w  1 
s  o:'   sh  oy:   b  1  ov:    g  r  o  a^  fli  r  o^^:    h  1  ow  n 

See  the  snow,  and  heai*  the 
Avind  blow,  and  list-en  to  the 
CO  k  crow  as  the  hens  go  up 
the  tree  to  roost. 

Go  slow-ly  and  speak  in  a  low  tone  till 
you  2'et  out-side  of  the  scliool-house. 
Now,  boys  and  girls,  you  may  shout. 


53 


THE     STEP-  /.'  Y -  S  T EP 


00  =  11 

f  00  t=fut 
1  (H)  k=liik 
t  00  k=tuk 
cot)  k=ciik 
g  oT)  (l=gud 


LESSON     42. 

*    00  =  u 

r  ook^ri.ik 
n  00  k=iiiik 
b  00  k=biik 
li  00  k=huk 
w  00  d=Avud 


00  =11 

U  00  d=liiul 

sli  00  k=skLiik 

b  r  (H)  k=bruk 

c  r  00  k=ci'iik 

crook-ed 


See  my  new  book.  It  is  a  good  book. 
I  let  13et-sy  ttie  cook  look  at  it. 

Clian  has  hui't  his  foot  on  a 

7.  7. 

crook-ed  sti  Iv  ;  so  let  us  go 
^m    and  sit  in  this  sliady  n(H)k  by 
tlie  brook,    and    look    at    tlie 
riToks    as    they    flv    to     tlie 
ctLurch  steeple  and  a-light  np-on  it. 

Yes-tei'-day  lloU-in  Ray  took  a  crook 
and  sho"ok  it  at  tlie  rooks,  and  tiie  rooks 
flew  off  cry-ing,  '-"  kee-ee,  kee-ee." 


PRONOUNCING      PRIMER. 


53 


LESSON     4  8. 

sick 

lock 

tick     pick 

Jack 

tick-et 

ki  k 

u:k 

rock    tack 

Dick 

rack-et 

back 

peck 

sack    duck 

stick 

pock-et 

pack 

neck 

»ock    wick 

^nock 

buck-et 

Don-aid  and 
Ja-k  went  to 
tiiesiioAA'.  Tiiey 
had  t;()  tijk- 
ets  and  took 
seats    in    front 

u 

to  see  a  tfimc   mon-kcj   play  witli   sticks 
and  dance  a  jig  on  a  tight  rope. 

The  nion-keys  in  tliis  tree  are  wild. 
Ttie  old  inon-kcy  lias  found  a  l^ilfc  ttiat 
some  man  left  in  ttie  wood.  lie  wif  be 
apt  to  hurt  liim-self  witti  it,  for  a  mon- 
key does  not  rnow  how  to  ush  a  1  nifc. 
Mon-keys  can  swing  by  the  tail. 


54 


THE     STEP-BY-STEP 


LESSON     44 


A 

are 
art 
arm 
ii  r  cii 


a 


a     a     a 


all 


a 


f  ii  r 
car 
1 )  jl  r 
star 


lark 
park 
part 
cart 


hiirk 
bark 
hard 
harm 


A     a 

(liirk 
yard 
mark-et 
fath-er 


Is  that  a  cart?  IN'o, 
it  is  a  wag-oii.  My  fath- 
er is  gd-ing  to  iiuirk-et.  Fath-er,  may 
I  go  witli  you? — Yes,  Char-ley,  get  ready. 
— Oh,  fhailk  you,  fath-er. 

IN^ow  we  aru  home  a-o-ain,  and  it  is  near- 
ly  diirk.  The  stars  are  com-in^  out  in  tiie 
sky.  They  are  ffir,  fiir  a-Avay  from  us. 
We  do  not  see  the  stars  in  the  day-time. 

Hiirk !  I  hear  a  liirk.  Ah,  I  see  it  now. 
The  dog  in  the  yiii^l  biii'ks  at  it. 

■"  Sound  "  r  "  jiftcr  "  ii  "  ;  tongue  drawn  back  and  pointed  upward. 


PRONOUNCING     PRIMER.  55 


LESSON     4S. 

a  =  a  sounded  short. 


ask  last  p  a  fli  a  n  t  I  d  a 

t  a  s k  c a  s  t  pa  ss  au n t  E  11  a 

f  a  s  t  vast  c  1  a  ss  c  a  n't  A  nii  a 

p  a  s  t  '  111  a  s  t  g  r  a  ss  Idea  E  iiir::  a 

Mamma^  maj^  Ella  and  T  rnn  down  the 
giir-den  path  to  meet  aunt  Ida  ?  We  will 
not  i^f)  on  tlie  li-rass.  I  see  aunt  corn-in^ 
past  tiie  last  elm  tree.  Yes,  go,  Emma, 
and  help  cany  her  bas-ket ;  it  seems 
heavy,  and  anitj  mnst  be  tired. 

I  see  Ann  Ilav;  she  is  a-fraid  to  come 

V        1  7.  •  U 

in-to  tlie  3  ard.  She  hears  the  dog  biirk. 
Run  fast,  and  ask  her  to  com.  past  the 
dog.     He  wil!  not  bite  ;    he  is  chained. 

It  is  a  rc-al  task  to  w\\\k  Ti'ip  stop  his 
noise  ;    he  Ilk  s  to  biirk  so  much. 


56 


THE     8TEP-BT-STEP 


ail    aw 


LESSON     46. 


aii=aw       aw-aii 


ail    aw 


liaul=liaiil        (laiib 
maiil=iiiaiil      Maud 


Saul 
fault 


t  au.ah  t 

CD 

cauAt 


o 


s  aw=sa\v 
p  aw -paw 


1  aw=law 
r  aw=raw 


j  aw=jftw       c  aw 
h  aw=liaw      d  aw 


Here  is  a  saw^ ;    now  we  boys  can 
saw  sticks   in   t,vo  witii  it. 

oo 

Saul  went  witii  the  wag-on 
to  haul  some  wood.  He  found  a  nest  full 
of  duck's  egos  and  a  haw  tree.  He  a^ave 
fliree  eggs  and  a  lot  of  haws  to  Maud. 

Maud  had  a  boil  on  her  ja\v.  It  gave 
her  mucti  pain;  l)ut  she  is  free  from 
pain  now.     Saul  was  sorry  for  Maud. 

A  haw  is  like  a  very  little  red  apple. 


^-^-^^5^^^-^    r^.^-^/-^.  ^y?xi^-e  ^  l^^^/(-e^  f^^^/^-/^. 


PRONO  UNCING     PRIMER.  '  57 


LESSO  N     4  7. 

A     a  a  =  ail  =  aw  au  =  aw  =  a 

a-11  =^  al  b-a-11  =  bal  t-a-H  -  tal 

f-a-li  -  M     ;      h-a-11  =  lial  c-a-11  =  cal 

w-a-11  =  wal        s-a-l-t  -  salt  li-a-l-t  =  halt 
ra-a-l-t  =  malt  s-m-a-l  i  =  smal         c-a-lied 

Tlie  salt  has  been  all  tak-eii  a-way. 
Have  yoli  seen  my  ball  a-boiit  the  hall? 

t/  oo  «y  •• 

Boj^s,  fal  in-to  line.  Let  ns  all  step 
in  tlnip.  Ill  Tit,  left ;  right,  left.  Tliat  is 
not  bad.  IS^mv  try  it  over.  Right,  left; 
light,  left.     Xow  it  is  time  to  call  a  halt. 

I  Avant  a  small  sprig  of  ll-lac  from  tliat 
biisli ;  May  is  tall,  and  slie  can  get  it  for 
me.  It  is  too  hic Ji  for  me  to  reacli,  l)nt 
May  can  reach  to  the  top  of  the  wall. 
Will  ycyi  get  it  for  me.  May?  Please 
(h).     Thank  you.     Tliat  is  a  nicc  sj)i*ig. 


58  TH  E     S  TBr  -  B  T-  S  T  E P 


L  ESSON     48. 

6  =  a,  l)ut  sounded  somewliat   shorter. 

o-r  =  or        g-6-ne  =  gon  c-6-s-t  =  cost 

f-6-r  -  for      m-6-tli  =  motli       f-6-r-k  =  fork 
ii-6-r  =  nor      s-6-f-t  -  soft        li-6-r-n  =  horn 

lost      b  6 1*  n      li  6  r  se    sii  6  r  t     oiigii  t 
m  6  r  n    n  6 1'  tli    f  r  6  tli    f  r  6  s  t     f  ough  .t 
form    brotli    clotli    storm  brought 

Last  New  Year's  morn  T  heard  a  liorn. 
Did  yo  J  ?     Yes,  not  on-ly    one,  Init    T 

«/    oo  ;  i/        w  u  7 

heard    two    or    tliree    horns.      It    was    a 

oo  z  o    z 

storm-y    day.      There    was    frost    on   the 

tJ  d  a  o   z 

trees  and  on  tiie  win-dow  panes. 

The  first    day    of  Jan-n-a-ry  is    sliort ; 
it  is  then  that  tiie  new  year  conids  in. 

IN'ed    lost   John's   ball,    and   he    can-not 

z  ••       7 

find  it.  He  lost  it  on  the  nortli  side  of 
the  Ijiir-n.  We  went  to  look  for  it,  and 
some  mnd  lle^v  on  my  coat  sleeve. 


PRONOUNCING     PRIMER.  59 

LESSON     4  9. 

A  A  AAA  A  ^ 

a  a     a     ii  A     a 

fare        bare       snare      tear        fair 
r  a  re       d  a  re       cii  ai  i*       w  ea  r      h  fii  r 
c  a  re       p  a  re       C 1  a  re       tii  e  re  =  thar 

See,  my  feet  iire  bare.  T  likb  to  go 
bare-foot    in   tiie    summ-er;    do  not  you, 

7  oo  J    oo       7 

cons-in  An:^a  ? 

7. 

Ob,  Eddy,  I  am  too  old  to  go  bare-foot. 
Take  care  lest  yon  stnb  your  toe. 

Clare  has  a  pair  of  new  boots.  Her 
filtli-er  had  them  made  for  her  in  town. 
Slie  has  a  rook-ing  chair,  too,  that  her 
moth-er  gave  her  the  day  she  was  four 
years  old.     I  was  there  at  the  time. 

Well,  Anna,  I  am  glad  Clare  has  new 
boots  to  wear  and  a  rook-ing  chair.  My 
\)i\\)[\  and  mamma  give  me  so  many  nice 
things,  and  Clare  ought  to  have  som^  too. 


60 


THE     STEP-BY-STEP 


L  ESSO  N     5  O. 


X     X       x=ks 


X 


si  x=six      box  =box 
fox=fox     wax^wax 


x=ks 

tax 
vex 


Kex=liex 
ox    ox-en 


An  ox  is  very  strong. 
Ox-en  pull   liecivy  loads, 
and  so  are  of  use  to  men. 
My  cous-in    Rex    can 
drive  ox-en,  and  haul  wood  and  hay. 

A  fox  can  run  flist-er 
than  an  ox.  Fox-es  are 
of  no  use;  tiiey  are  not 
bigg-er  than  a  dog,  and 
catch  duoks  and  geese. 


Charles,  do  not  vex  Le-na.  It  is  not 
right  to  vex  a  little  child  and  nifdve  it 
cry.  Give  Le-na  the  six  nuts,  and  put 
them  in  her  box.     Then  she  will  not  cry. 


PRONOUNCING     PRIMER.  61 

LESSON     SI. 

Wii     wii  wii     wii         wli     ^^^^ 

Avii  V  wii  i  z  wii  I  le  wii  ee  i  wii  a  le 
wiiip  wii  at  wiiite  wiiack  wiiliie 
wii  e  11    wii  i  m    wii  i  cii    wii  e  re  =  wiiar 

a 

^^  Siiiacls:  Aveiit  tiie  wiiip, 

round  went  tiio  wiieeLs, 
As  we  set  off  for  town. 

z 

A  wiieel  came  off,  tiie  wiiip  was  lost, 
Tiie  pony  tum-blod  down.'' 
Pray  stoi)  and  teli  me  wiiere  you  lost 
tlie  wiiip.      Was  it  b}^  a  Iiousl  ;    and  on 
wiiicii  side  of  tiie  lane  ? 

Wiiy,  I  don't  laidw ;  for  T  got  a  w  iiaek 
on  tiie  liOLid,  and  lost  my  sens-es  for 
a-wiille,  and  wiieii  I  came  to,  I  did  not 

7  oo  7 

tliifik  of  tiie  wiiip.  Tiie  wiilt  pony  cut 
his  knees  bad-ly,  for  wiiicii  T  am  sorry; 
liut  it  is  no  use  to  wiilne  over  mis-liaps. 


62  THE     STEP-BT-8TEP 


LESSON     52. 

Final   ee  =  H.      llsed   after  a   loiii;-   vowel. 

f-a-ee  =  fas        r-I-ee  =  ris         d-I-ce  =  clIs 

s  s  s 

11-I-ce  =  Ills        l-ri-(v3  =  las       m-I-ee  =  mis 

s  s  s 

]va-e3  -  pas       r-a-ce  =  riis      lu-a-ee  =  mas 

p  Y I  ee  =  pris     p  le  ce  =  pes     b  r  a  ee  =  bras 
p  1  a  ye  =  plas      ii  le  ce  =  iios     G  r  a  ye  -=  Gras 

Wasli  your  face  clean,  and  tiien  we  will 
have  a  race  to  the  school-house. 

s 

Let  us  find  a  good  playe  to  study  and 
do  some  sums.  Hcn\^  much  will  a  Ijrace 
of  ducks  cost,  at  ten  cents  for   one  duck  ? 

What  is  a  brace  ?     A  brace  means  two. 

O  Z  S  S  Z  OO 

Tlien  the  price  will  be  twen-ty  cents. 

Grace,  tell  the  price  of  a  piece  of  lace 
at  six  yents  a  yiird.  How  can  I  tell,  un- 
less you  say  how  many  yiirds  there  are  ? 
Tiiere  are  five  yards.     What  is  the  cost  ? 

a  t/  z  o  z 


PRONOUNCING      PRIMER.  63 


LESSON     53. 

Dotted   g.     gr=j         g  =  j 

a  ge  =  aj      r  a  ge  =  raj     c  a  ge  =  eaj    1  a  r  ge 
s  a  ge  =  saj    p  a  ge  =  paj    li  u  ge  =  liiij   b  ii  r  ge 

b  a  dge  =  baj        1  e  dge  =  lej        1  o  dge 
h  e  dge  =  liej       j  u  dge  =  jiij        d  o  dge 
w  e  dge  =  wej     M  a  dge  =  Maj     H  o  dge 

Madge  is  nine  years  old.  Siie  has  a 
bird-cage.  Hodge  found  a  y:nng  bird  in 
tile  hedge  and  brought  it  to  Madge. 

Last  night  tiiey  went  on  tiie  stage  at 
a  meet-ing  and  spoke  some  vers-es,  and 
tiie  judge  gave  eacii  of  them  a  badge  made 
of  ril)  -on  and  a  lari^e  book  of  ])d-(>ms. 

Madge  read  sev-en  pag-es  in  lier  book 
while  Hodge  was  mak-hig  a  vv  (fod-en  wedge 
to  liold  the  l^ird-cai-r-  up  straioiit. 

Note. — "  ge  "  is  used  for  "  j  "  after  a  long  vowel  ;  "dge,"  after  a  short. 


64  V  II E     S  TEP-  B  Y- S TEP 


L  ESSO  N 

B  4. 

ft 

nt-       1 

1( 

rt 

rn 

rl        st 

1  i  ft 

e  nc 

1 11  rn 

to  st 

sli  i  I't 

11 

s  i  ft 

a  nc 

b  a  rn 

r  n  st 

cii  nrcli 

g  i  ft 

rlnt 

J  u  rn 

(1  n  st 

cii  n  rn 

s  e  nt 

wi  11(1 

f  n  i-l 

we  st 

cli  e  st 

b  eiit 

3  a  rt 

1  nr 

d  e  nt 

til  eft 

r  e  nt 

h  u  rt 

ii^irl 

O   u 

c  n  re 

cli  ^i  I't 

Tills  riiHj:  Avas  a  i>'ift  from  Le-on.  I 
mencl-ed  tlie  rent  in   his  Hoves  for  him. 

z       Cji      u  z 

A  burn  is  apt  to  hurt ;  so  don't  play 
Avith  fire.  Many  cliikl-ren  have  died  fi'om 
A'er-y  bad  Ijurns.     Keep   awa}^  from  fire. 

1  have  made  a  dent  in  the  blade  of  my 
knife.  1  want  it  now  to  peel  the  rind 
from  tills  lem-on.     Wlien  I  have  done  I 

u 

must  wipe  it  dry,  or  it  will  soon  be  I'usty. 


^/i^     ■^2^-0-4    -^/^yc-r^^i^     -^-^^-^^54     ^i-^. 


PRONO  UNCINO      PRIMER.  65 


L  ESSON 

35. 

It 

Id        lb 

If 

Ik 

Ip 

Ill 

je  It 

felt 

m  e  It 

kilt 

h  i  It 

h  e  Id 

w  e  k 

b  0  Id 

cole. 

s  0  k 

b  11 11) 

s  e  ir 

s  i  Ik 

m  i  Ik 

s  u  Ik 

pulp 

<j:  u  In 

h  e  Ip 

j  o  It 

sk  e  If 

h  e  Im 

f  i  Im 

m  I  Id 

ciilk. 

sc  a  Ip 

I  kavo  kad  a  long  walk  to-day.  Sam 
Da-vis  found  a  cklld  tkat  kad  lost  its 
way.  It  coukl  not  tell  wliere  it  lived  ;  so 
Sam  Ijrought  it  to  kis  kltii-er's  kouse  and 
gave  it  a  cup  of  milk   and  a  bis-c  lit. 

Tken  we  felt  tkaf  Ave  must  trv  to  i>'et 
tke  cklld  kome  ;    so  1  went  witk  Sam  to 

look  for  its  motk-er. 

II 

It  was   Mrs.  (misis)   Smiflvs   little  girl, 

nfinibd  A^~'-ra.     Mrs.  Smitk  was  very  glad 

to  liave  Ve-ra  back  safe  and  sound.  Ske 
a'ave  eack  of  us  a  bunck  of  rds-es. 


GG 


THE     STEP- BY- STEP 


LESSON 

se 

) . 

pl 

1)1 

fl 

S_. 

cl 

gl 

pi  a  t 

slip 

(*1  a  p 

bl  ee  d 

pi  a  te 

)1  a  11 

sle  d 

cl  0  g 

pi  a  11 1 

si  I  de 

1)1  (*  ( 

slim 

cl  a  111 

)1  a  fl  k 

gl  I  de 

flat 

si  il  111 

cl  a  sii 

fl  a  fl  k 

o'l  a  ss 

flap 

gl  a  d 

cl  0  ck 

cl  i  ck 

V — J 

fli  ng 

See  tiie  flag  flap  in  tiie  wind. 

I  am  glad  to  clap  my  hands  at 

it  and  slioiit,  'Miiir-ra!'' 

Tiie  boys   are  go-ing  to  niarcii   to-day. 

Da-vid  Eoss  is  to  carry  tiie  flag,  while  I 

beat  my  drum,  and  To-iiy  Hall  blows   on 

his  tin  horn.     It  is  ^ooii  fun  to  niarcii  and 

7.  ■/.        O 

keep  step  to  tiie  niu-sic. 

Bet-sy,  wliTlt  T  am  at  play,  yon  can 
take  niA"  sled  and  have  a  ride  on  it ;  but 
trdve  care  you  do  not  slip  off. 


PEONOUNCING      PRIMER. 


07 


LESSON     57. 


br 

br  a  n 
br  a  g 
cr  a  g 
dr  i  p 


cr 


dr 


fr 


o-r 


pr 


fr  ee  tr  ee 

from,  trim 

fr  o  g  '  tr  u  st 

gr  i  p  tr  a  de 


br  u  sii 
pr  ou  d 
gr  ee  n 
cr  II  sii 


tr 

pr  I  de 
br  i  ng 
fi'  e  sii 
gr  ow  1 


,wV  /    I  Ml 


Tliese  men  go  out 
ill    tlie    sea   to    catch   m 
fisii  to  sell  ill  tiie  mark-  _>^^ 
et.     They  catch  them  ^ 
ill    a    net    and    bring 
tiiem  to  tile  kind.     I  tliink  tliey  will  bring 
tiie  net  to  tiie  beacii  iin-der  the  crao\ 

Do   you   see    the   eras;?     It   is   a  lil  i  . 

oo        t/    oo  CD  '■  i_^ 

steep   rock.      Tiie  men's   boat   is   on   the 
Ijcacii,  near  tiie  foot  of  tiie  craii". 

Tile  fisii  are  alive;   thov  try  to  spring 
from  tiie   net.      It  is  liiird  work  to  drag 

z  u  •  CJ 

a  net  full  of  hsii  to  the  shore. 


68  TH  E     8  T  E  P  -  B  Y-  8  TEP 


LESSON     58. 

nip  iii|)  lups  mps 

lump  liiup  criuip  jumps  crimps 
d  a  \\\\)  j  u  mp  pi  u  mp  e  a  mps  cr  a  mps 
p  u  \\\\)    c  a  mj)    cl  a  mj)     b  u  mps    tr  a  mps 

If  y()ul)uuip  yoiir  head  or  stump  your  toe, 

t      no  1       t/    DO  J.      «y    oo  / 

do  not  cry.  AViien  Sl-mon  Hicks  feels  in 
the  dumps,  lie  hops  and  jumps  and  Avhacks 
a-Avay  at  the  stum})S  in  the  Ayoods-lot. 

Job  fell  oy-er  a  stump  and  went  plump 
in-to  the  swamp.  Then  he  had  to  jump 
llye-ly  to  get  out.  Wtien  he  got  home  hi^ 
sis-ter  gfive  him  an  apple  dump-ling. 

Ann  Dix  crimps  her  hair  by  an  oil 
lamp.  Hair  does  not  curl  well  on  a  damp 
day ;  the  crimps  come  out  very  soon. 

I  slept  in  a  damj)  bed;  that  gave  me  a 
cold,  and  I  had  cramps  next  day.  Then 
I  had  to  trdve  some  hot  gin-ger  tea. 


PRONOUNCING     PRIMER.  69 

LESSO  N     S  9. 

st        sk        sc       sw        str        siir       flir 

st  e  m  st  o  lie  sw  i  ft  str  i  et      slir  u  b 

skin  scar©  swept  strive     shriek 

skip    .  scald  sweet  strong    siirill 

skim  scalp  sweat  strand  thread 

sk  u  11  sc  o  Id  sw  n  ng  str  o  ke    tlir  i  ve 

sw  i  m  sw  ee  p  sw  i  tch  str  ee  t    tlir  i  ft 

Ben  Ward  wants  to  find  a  strong  string 
to    put    rcHiiid    a    piir-cel    of  l)ooks.     He 

stjirts    to    sclool   this  inoi'n-ini>:,  and  says 

~  7  e  d     7. 

he  will  strive  to  stand  at  the  head  of  his 

V  7. 

class.  If  he  had  a  strong  strap  with  a 
buok-le  to  put  round  his  books,  he  could 
skip  a-long  with-cmt  fear  tiiat  liis  1)ooks 
would  fall   a-piirt  as  lie   wcMit. 

^^ow  I  am  go-ing  to  swing  on  the  lawn. 
T  like  to  i>'o  sAvift-lv  tlirough  tiie  air,  aud 
feel  the  rush  of  the  wind  on  my  cheeks. 


70  THE     STEP-B  Y-STEP 

LESSON     60. 

Sin         sii         sp         S})1         spr         scr 

smut  spill  split  scrap  snatdi 

small  spot  sprig  scrape  script 

Sin  i  til  sp  n  r  s]3l  I  ce  scr  n  b  scr  ea  m 

sm  a  sii  sp  e  11  spr  i  ng  sm  e  11  scr  ee  cii 

snap  spoilt  sprout  smile  scratcii 

sn  a  g  sp  G  11(1  spr  ea  d  sn  a  re  spl  n  r  ge 

Tom  Green  can  split  a  cord  of  wood. 
Do-ra  Brown  scrubs  tiie  floor  witii  sand. 
Do  not  scratcii  tiie  slate  witii  a  pin. 

OO  J- 

Scrape  your  feet  when  yon  come  in-doors. 

JL  »/    OO  €/    no  11  z 

Wiien  spring  comes,  the  seeds  spront. 
Then  the  leaves  im-fold  to  the  sun-shine. 

7. 

Laiigh(f),  if  you  please,  but  do  not  scream. 
Nd-tice  that  scrii)t  lett-ers  all  slant. 
Do  not  snap  the  whip  at  the  dog;  it  will 
mfdvi   liim  sniirl  and  i>Towl  at  you. 

~  t/     OO 

Co-ra  Wil-son  slipped  (t)  in  the  slush. 


PRONOUNCING      PRIMER. 


n 


LESSON     6  1. 


Q    q       q=c=k        c=:q=k      lv=c=q 


O' 


cube 


kite 


quee  r-queer 
qu  a  Gk=qnak 
(j  u  i  ck=quik 


q  u  1  z 
q  u  i  t 
(|  u  I  te 


squ  a  re=sqnar 

squeak=squek 

squee  ze=squeez 


q  uail=quail 
qu  e  ll=quel 
qu  ill=quil 

sq  ueal=sqiiel 
squint=s([uiut 
squasii^squasii 

A  cube  is  square  ou  all  its  sides.  Can 
yoii  count  tiie  sides  of  tiic  cul)e  ?  This 
room  is  not  quit  s(iuar  ;.  That  kit '^  is  not 
at  all  sqiiare.  What  siiape  is  a  quail  ?  Is 
it  mor  of  a  rcnnid  or  squaru  siiapo  ?  It 
is  round,  but  not   r(Hnid  Ilk     a  ball. 

z  7 


72  THE     STEP -BY-STEP 


LESSON     62 


irig  iiig  ings  nigs 


try-ing  heat-ing  ring-ing  feast-ing 

ask-in^  hold-im^  fliul-iiH?  bi'iiH^-im^ 

litsii-iiig  wisii-ing  baiig-ing  stand-iiig 

play-ing  roiiip-ing  wiilk-ing  fliifik-ing 

sing-ing  piimp-ing  Imsii-iitg  land-ings 

mend-iiig  grow-ing  pusii-ing  meet-ings 

Anna,  wiiat  are  yon  do-iiig   just  now? 

T  am  do-ins:  two  or  tliree  fliirn^s.  I 
am  stand-ing  on  a  stool,  and  dnst-ing  tiie 
bric-a-lnac   on    tiie   man-tel;    and   I    was 

/  O     7. 

sim^-im^:  when  you  l)o-£>:an  ta:k-im>:  to  me. 

Wlien  1  have  done  dnst-ing  T  am  go-ing 

tobe-£>hi  mend-im^:  my  dress.     T  was  dane- 

ing    and    rom})-ing  with    Ida   yes-ter-dey 

and  canrht  the  sleeve  of  it  on  a  nail. 

But  T  am  thifik-imi;  yon  shonld   be  off 

(~  ,/  III) 

to  school.     Write  an  ex-cnse?     No,  sir. 

7  u 


PRONOUNCING     PRIMER 


73 


L  ESSO  N     6  3, 


er  =  ur 

ev-er 

ov-er 

nev-er 

clov-er 

eitli-er 


er  =  ur 


er  =  ur 


lett-er 

fii^t-er 

bett-er 

help-er 

mast-er 


past-er         siielt-er 

pdst-er         neitii-er 

brotii-er        bluud-er 

u 

weatii-er       wiietli-er 
helt-er-skelt-er 


Our  cows  feed  ou  the  sweet  clov-er. 

7. 

It  was  a  bad  bhnid-er  to  i)aste  tiie  pict- 
ure ou  tiie  pap-er  wrong  side  up. 

jN^eitii-er  uiy  fiitb-er  uor  niotli-er  nor 
bi'otii-er  uor  sist-er  uses  td-baco-o. 

U  7.  7, 

I  uev-er  can  tell  wiietii-er  my  uu-cle 
means  what  lie  says.     He  is  sucti  a  iok-er. 

7.  O  e    U        7.  7.  >} 

Wiieu  you  mail  a  lett-ei"  do  not  fail 
to  put  a  two  cent  stauip  ou  it. 

The  word  '^lielt-ei*-skelt-er ''  means  tiie 

U  7. 

same  as  "  caru-less.''     niiiH;*s  liad   bett-er 

7.  <^   Z 

uot  be  doir.  in  a  lielt-er-skelt-er  maim-er. 


74  THE     STEP-BY-STEP 

LESSON     64. 

zii  zli     zii     zli     zii  zh 

rouge  =  roozil  nieas-fire  =  iiiezh-ur 

az-fire  =  azii-iir  treas-ure  =  trezii-fir 

vis-ion  =  vizii-oii  pleas-ure  =  plezli-ur 

Rouge  (zii)  is  a  kind  of  fine,  red  paint. 
Tlie  sense  of  signt  is  called  vis-ion  (zh). 
That  box  has  been  a  great  treas-nre(zh). 
I  have  Hindi  pleas-iire(zhj  in  know-ing 
that  it  has  benn  so  fise-fnl  to  you. 

z  i  •  •  e/    oo 

M}"  fan  is  of  an  az-firefzh)  hne.     A^^hat 
do   you   mean   by   ^'az-fire''?     The   word 

oo        t/   oo  .y  u 

^'  az-ure ''  means  bh"ie — the  col-or  of  the  sky. 

z  u  u  v  t/ 

What  is  wax  made  of?     Wax  is  made 

O  7.  V  7. 

bv  the  little  bees.  The  house  in  which 
the  bees  live  is  called  a  hive.  They  nulke 
tile  comb  of  wax,  and    tasl-en   it  to   tiie 

V  ] 

sides  of  the  hive,  and  in  tiie  comb  tiiey 
piit  the  sweet  honey  from  tiie  flow-ers. 


PRONOUNCING      PJiI3I£E.  75 


LESSON     6S. 

Tile  Busy  Bee. 

How  well  tile  little  busy  bee 
Im-i3r()Yes  the  siiln-in^  hours, 

J-        '">  ,        z  CD  7.  1 

And  gatli-ers  honey  every  day 
From  all  the  o-pen-ing  flowers. 

How  skill-fully  she  biiikLs  her  cell; 
Hmv  neat  she  spreads  the  wax, 
And  lii-bors  liiird  to  store  it  well 

z 

With  the  sweet  food  she  mfdves. 


In  works  of  la-bor  or  of  skill, 

I  would  be  busy  too; 
Rise  ere  the  sun  has  clIniLt^d  the  hill. 

z  a  7. 

And  work  till  f^ill-ing  dew. 

In  l)ooks,  or  work,  or  be  Ifli-ful  play, 
Let  niv  first  years  be  past ; 

_  rj  W.  ,]  7  17 

That  I  may  I'eek-on  ev  ry  day 
Mor:   hap;  y  tlian  the  last. 


re  THE     STEP-BY-STEP 


Tiio  8uii. 

Tlie  a:rerit  rcmiul  sun  wiiieli  we  see  rise 
ill  tiie  east  ev-ery  inorii-iniz;  is  wiiat  <>'ives 
light  and  heat.  If  tiiere  were  no  sun  we 
conkl  not  live,  ^o  grasc:  would  grow, 
nor  any-filing  else.  Ev-ery  thing  would 
freeze  ;  and  then  it  w^oiild  be  so  dark,  that, 
if  we  could  live,  we  could  not  see  at  all. 

The  sun  rises  in  the  east  and  sets  in 

z        z 

the  Avest.     Point  to  the  east  and  the  west. 


Days  of  the  Week. 

Sun-day,   Mon-day,  Tues-day,  Wednes- 
day, Thurs-day,  FrI-day,  Sat-ur-day. 


Months  in  the  Year. 

u 

Jan-fi-ary            May  Sep-teni-ber 

Feb-ru-ary          June  Oc-to-ber 

Mrireh                  Ju-ly  IN^d-veni-ber 

A-pril                   Au-gust  l)e-ceni-ber 


PRONOUNCING      PMTMER.  77 

Tile  Five  Sens-es. 

z 

We  can  see  filings  witli  our  eyes.     We 
can  hear  nois-es  witii  our  ears.     We  can 

z  z  z 

smell    o-dors  witii    our  nos-es,  and  taste 

U  Z  7.  7.  J 

food   witii    our  tongues.     We   can  toucii, 
feel,  -and    handle    tilings  with  our  liands. 

7  O  z  z 

8ee-ing,  lie  r-ing,  smell-ing,  tast-ing,  feel- 

im>:,  are  called  tiie  five  sens-es. 

07  ••  z 


Hands  and  Feet. 

z 

We   liav     five   toes   on   each  fiTot,  and 

z  7 

four  hh-gers  and  a  fliuniij  on  cl.cIi  iiand. 
The  liorse  has  fr)ur  feet,  and  so  has  the 

z  7  z 

doir  and  the  cat  and  tiie  mouse.  Birds 
have   l)ut    t  ao   feet.     Siulkes    and  Avorms' 

00  11  z 

have    neitii-er   Iiands   nor    feet.     Fisii-es. 

z  z  / 

al-so,  have  neith-er  hands  noi*  feet,  Imt 
they  have  fins  and  a  tail,  and  witii  these 
they  iiru  a-blo  to  s\vim   \ery  fast. 


7S  TUE     STEP-BY-STEP 


Uoiis  and  Ciiioks. 

z 

Ann  has  somo  hens  and  cMck-ens. 
Tliey  livo  in  a  yiird.  Ann  comus  tiiere 
to  feed  tliem.  She  likes  them  all,  but  she 
likes  the  little  chicks  best.  They  are  so 
soft,  and  so  fond  of  the  old  hen. 

Tlie  hen  that  has  no  cliioks  lays  effp;s 
for  Ann, — niee,  new,  wiilte  eggs.  Some 
day  this  lien  will  liav  chicks  too.  Ann 
will  put  some  straw  in  a  1)0X.  She  will 
«:ive  tlie  hen  some  nice  e2:es. 

Tile  hen  wih  sit  on  tiie  eggs  and  keep 
them  Avarm  for  tliree  weeks.  Tiien  there 
will  be  ciiicks  in  tlie  shells. 

Tiiey  will  peck  at  tiie  siiell,  and  cry, 
^'Peep,  peep.''  The  hen  Avill  break  the 
shell,  and  tlie  soft  ciiicks  will  come  out. 
The  hen  Avill  be  glad.  Ann  will  be  glad 
too.  The  hen  will  cluck,  and  Ann  Avill 
laugh (fj  to  see  tiie  ciiicks  run  to  her. 


PRONOUNCING      PRIMER.  79 

Tile  Hop  Soiig. 
Let  us  sing  a  soiig.     But  first  we  will 
sing  tiie  scale  to  tiie  eigiit  long  vow-els. 
Count  four  beats  to  eacii  vow-el.     Sing : 

e, — a, — *ai;, — ii, — *ur, — a, — d, — oo. 

Now  for  tiie  song-.     All  ready  ?     Be-gin. 

Hop,  hop,  hop, 

Go  and  nev-er  stop. 
Where  'tis  smooth  or  Aviiere  'tis  std-iiy, 

a  z  a  z  «/    / 

Trudge  a-long,  my  little  pd-ny. 
Go  and  nev-er  stop; 

Hop,  hop,  liop,  hop,  hop. 


Hey,  hey,  liey. 

Go  a-long,   I  say. 
Som  -times  trott-iiH>:,  som  -times  ])ae-ing, 
Some-times  walk-ini>;,  some-times  rae-ing, 

Go  a-long,  1  S!ty ; 
Hey,  hoy,  liyy,  hyy,  hoy. 

*  The  r  is  added  to  secure  tlie  exact  vowel  tone  ;  r  is  not  to  be  sounded. 


80  TUE     STEP -BY- STEP 

ALPHABET     OF     LETTERS. 

To  be   named,  and   repeated  iu  order. 


A 

a 

B 

b 

C 

c 

D 

d 

HI 

e 

i' 

f 

G 

g 

H 

1 

J 

• 

J 

K 

k 

Ti 

1 

M 

m 

N 

n 

0 

0 

P 

P 

S 

s 

T 

t 

U 

u 

V 

V 

W 

w 

X 

X 

T 

y 

Z 

z 

Q    q 

R     r  &      & 


I    II    III    IV   V   VI   VII    VIII    IX    X 


123456789      10 


PB  0  N  0  UN  C IN  G      PR  131 E  R . 


81 


[MODEL    SCRIPT    ALPHABET. 


y^^zy 


^t>' 


^,^ 


/ 


y 


^ 


/^j^d~^7rf/(^ 


82  THE     STEP-B  Y-STEF 


LESSON   ee. 

In  nionosyllables  and  sylLibles  generally,  "  u "  followed 
by  "  r  "  final,  or  "  r  "  succeeded  by  a  consonant,  is  lengthened 
in  sound.     The  liair  line  on  "  r  "  denotes  tlie  lengthening. 

fur      bur        turn  curd      surf       lurcii 

cur      burn      hu'k  hurl       curl        uurse 

pur     hurt       curb  turf       furze      purse 

cur-ly        bur-den  cur-tain        pur-pose 

tur-tle        tur-key  sur-vlve       sur-name 

tur-nij)      pur-ple  fur-ther       sur-prlse 


L  ESSO  N     67. 

In  monosyllables  and  accented  as  well  as  unaccented 
syllaljles,  "  e,"  "  i "  and  "  y,"  when  succeeded  by  ''  ]•  "  fol- 
lowed by  a  consonant,  sound  much  like  '^  u  "  lengthened  in 
tone.  The  hair  line  on  "  r "  denotes  this  obscure  sound 
coml)ined   ^vith  "  r." 

her  bird  hrm  serve  thirst 

were  dirt  l^irth  clerk  fliirsty 

jerk  stir  nurth  learn  fhir-ty 

verb  girl  tliird  myrrh  tliir-teeii 

per-mit       ser-pent        ker-nel        ser-nion 
per-son       nerv-ous       tirm-ly        inyr-tle 


PRONOUNCING      PRIMER.  83 


LESSON     68, 


"  ^  " 


e  "  generally  takes  a  sound  nearly  like  "  i,"  in  the  first 
syllable  of  a  Avord,   when  the  second  syllable  is  accented. 


de-ny 

be-gin 

re-pent 

se-date 

de-lay 

be-low 

re-port 

se-vere 

de-sIre 

be-liln( 

re-dfiee 

se-rene 

de-tain 

be-long 

re-tain 

se-cnre 

de-prlve 

be-tray 

re-spect 

se-eede 

s 

"gh"  sounding  as  ^'1" 

laugh(f)  ==  laf      t:ngh(f )  =^  tnf     tr6iigh(f) 
cough  (f)  =  cof      roiigh(f)  =  rut*     e-ncngh(f) 


After  the  sounds  of  "k,  s,  f,  ]i,  ch,  sh,"  and  '' th,''  all 
breath  consonants,  "d"  sounds  "  t."  (h-ossinir  '' d  "  indi- 
cates  that  it   has  tlie   "t"  sound. 

dipjjud  (t)  =  dipt     locked  (t)  =  lokt     kisi  nd  (t) 
hV  gh  dCft)  =  laft  c6iighedfft)  =  coft 

wisiied  bilrk-d  jumped  bafiked 
missed  clapped  cuffed  masiied 
l)oiinced      crusiied      hitciied      ronghe(t(f) 


84 


T II E     STEP-B  Y-  S  T  E  P 


some  ==  sum 

u 

ton  =  tun 

u 

work 

(1 

worst 

\i 

shove 

u 

a-bove 

u 

iii()t1i-er 


LESSON     69. 


i.1  11  1  ■  Li.  '' 

<>      soiindiiiP"  as      ii. 


done 
dove 


ig  as 

dim 
diiv 


worm 

worse 

u 

cov-er 

u 

love-ly 
an-otii-er 


come  =  cum 

u 

love  =  luv 


word 

u 

world 

11 

liov-er 

u 

otii-er 

u 

brotii-er 


wortli 

u 

Hove 

O      u 

lov-er 

u 

wortiiy 
lov-ing 


e-e"  or  " ei,"   followed   by  "r,"    sounds  "4";   "  ei "   or 


ey,"  not  followed  by  "  r,"  sounds  "  a." 

tiiey 
vein 

a 

rein 


ere  =  ar 

a 

tiiere 

a 

ttieir 

a 

wliere 


reipn 

a     O 

deipii 

a     C3 

eight 
seine 


tiiere-fore 

a 

wiiere-fore 

a 

neirfi-bor 


a     (O 


tiiere-in 

a 

wiiere-on 

a 

heir-ess 


eighth 

a     O 

eighty 
weip-ht 

a     'ZZi 

weiAty 
there-at 

a 

wher-ever 

a 

freight 


PRONOUNCING      PRIMER.  85 
LESSON     7  0. 

After  "  r ''   and   '^  cli,"    ii,    ue,   and    ew  sound  more    like 
oo  than  u. 

rule          trutli       rue           crew  strew 

rude         trtiye        true          drew  threw 

Riitli.        fruit         brew        grew  screw 


"  ^  ■" 


o"  representing  the  sound  of  "oo." 

do  lose  whose  ca-uoe  los-in^ 

oo  oo  z                                        oo  z                                     oo  oo  7.             CD 

who  move  prove  i)roved  mov-in^ 

oo  oo  X        oo  J.        oo  oo                   CD 

shoe  whom  un-do  los-er  prov-in^ 

oo  oo                                                       oo  oo  7.  i.          OO                        CD 


"  ph  "  always  sounds  as  "  f." 

P1iil-ip  =  Fil-ip    al-])lia-bet     tel-e<-graph 
piiys-ic  =  fiz-ic     tel-e-piione  piio-to-gi-ap1i 


"i"  used  for  "e." 


po-licefe)  ben-zine(e)  fa-tigiie(e) 

ma-riue(c)  mag-a-zine(e)        pi(i  ie(e) 


8G  THE     STEP-BY-STEP 


LESSON      7  1. 

Ill  miy  syllable  after  the  first,  "ti,  si,  zi,  ci,"  and  "  ce," 
followed  ])y  a  vowel  aud  "ii,  1,  r,"  or '' oiis,"  have  the  sound 
of  "  sh  ;  "   sometimes  of  ^'  zh,"  as  : 

ac'-tion  =  ac-shiin             ver-sion  =  ver-slmn  spa-cious  ~  spa-sliiis 

l)a-tient  =  pa-sheut            bra-sier  =  bra-zher  spe-cial  —  spe-slial 

pilr-tiul  =  par-shal            gra-zier  =  gra-zher  o-cean  =  o-shuii 


"  S  "  is  the  equivalent  of  ^'  sh  "  in  "  sion  "  or  "  sure  "  when 
either  syllable  is  preceded  by  a  consonant;  as,  in  "  nian-sion, 
cen-sure."  "  kS  "  is  the  equivalent  of  "zh"  when  "sion" 
or  "sure"  is  preceded  by  a  vowel ;  as,  in  "  vi-sion,  co-he-sion, 
mea-sure,  ex-po-sure." 


"x"  =  "gz"  is  shown  by  a  small   "z"  under  "x." 

ex-act         ex-ert         ex-ult         ex-am-iiis 


Words  very  irregular. 

8ew(6)  woiii-eii(i)  sold-ier(j) 

((uayfe)  sug-ar(sii)  colo-nelfrj 

l)eau(o)  sure(siioo)  re-gimt(ziie) 

rouge(zii)  sure-ty(siioo)  anx-ious(sli) 

ciiiiitz(s)  Xe-ni-a(Z)  iiox-ioiis(ksii) 

l^eaux(oz)  Xerx-es(Z)  hall-e-lu-jaii(y) 


PRONOUNCING      PRIMER.  87 


HIXTS    OX    PHOXIC    TEACHIXG, 

TO    ASSIST    THOSE    UNUSED    TO    SPELLING    BY   SOUND. 

In  using  tlie  Step-by-Step  Primer,  tlie  -names  of  letters 
are  not  to  be  called  ;  but  each  character  is  taught  as  indi- 
cating a  particular  sound,  which  sound  is  to  l)e  made  on 
sight  of  the  letter.  Any  vowel  letter,  unmarhed,  denotes 
the  "  second,"  or  short,  sound  of  the  vowel. 

The  word  "  vowel  "  means  vocal,  or  voice.  Vowels  are 
free.,  voice  sounds,  made  with  the  organs  of  speech  more  or 
less  apart.  Consonants  are  touch  sounds,  prodnced  by  some 
of  the  organs  of  speech — the  lips,  teeth,  tongue,  palate,  and 
throat — being  in  contact  or  very  uear  together.  Some  con- 
sonants are  produced  by  expulsion  of  the  voice  or  tone  dur- 
ing or  immediately  after  the  touch,  as  V,  D  ;  and  some  Ijv 
the  expulsion  of  tlie  hreath  tvithout  tone,  as  F,  T. 

Lesson  1.  c,  a,  t.  c  as  k. — Close  the  throat  and  expel 
the  hreath.  Let  the  pu[)il  place  the  forefinger  over  the 
ui)])ermost  cartilage  of  the  Avind])ij)e,  and  feel  the  vibration 
as  the  sound  of  c  is  made.     Kepeat  the  sound  many  times. 

a  as  in  "  at." — Mouth  very  wide  open ;  sound  cut  sJiort 
Re])eat  a,  and  every  new  sound  ^^•hen  it  first  occurs,  many 
times,  as  sho\vn  at  the  lic-id  of  each  lesson. 

t. — Bring  tip  of  the  tongue  to  hard  palate,  behind  the 
teetli.  Altei'nate  the  sounds  of  a  and  t,  and  show  tlie 
different  shape  of  the  mouth  in  making  them.  Repeat  a-t 
in  quick  succession,  ])i-oducing  the  syllable  "at."  Teacli 
the  letters  representing  the  sounds  of  a  and  t,  (»n  the  black- 


88  THE     STEP-BY-STEP 

board.  ^^  licii  "at"  is  niulerstood,  ])iefix  '^'  to  "at,"  making 
"  cat."  Then  analyze  into  the  elementary  sounds,  c-a-t. 
The  sign  =  is  used  all  tlii'ough  the  Step-by-Stej)  Primer 
to  denote  "  ecjual  to  "  or  "  the  same  as,"  and  refers  to  sounds 
and  their  representatives. 

Put  the  word  "  a "  before  "  cat,"  Q-ivino;  it  a  short  and 
8ome^vhat  indefinite  sound,  and  have  it  said  quickly  with 
"  cat."  Prefix  "  a "  to  all  nouns,  as  they  come  in  the  first 
few  lessons.  Never  let  "a"  be  said  until  the  followinii: 
word  is  understood,  and  can  l)e  said  innnediately  after  the 
"  a."  The  hyphen  denotes  the  close  union.  Teach  "  the  " 
witliont  analyzing^  as  ending  with  a  short  indefinite  vowel, 
Joined  closely  to  the  following  word ;  but  show  position  of 
the  tonii-ue  for  "  tli  " — between  the  teeth. 

Instruct  the  pupil  to  sound  the  letters  in  succession  from 
left  to  right.  It  is  just  as  natural  for  a  child  to  begin  at 
the  right  end  of  a  row  of  letters  as  at  the  left.  This  is 
something  to  be  definitely  taught. 

Lesson  2.  lu. — Letter  composed  of  three  lines  or  strokes. 
Sound  made  with  the  li})s  closed  firmly ;  voice  expelled 
through  the  nose.  Pronounce  in,  then  a,  then  t,  distinctly 
apart  at  first ;  then  closer,  until  the  word  "  mat  "  is  said. 
Prefix  "a"  making  "  a-mat ; "  then  "  the,"  then  "my,"  each 
without  analyzing,  and  followed  (piickly  l)y  the  next  word. 
Then  teach  "  and  "  as  a  word  ;  the  teacher  saying  it  herself 
until  the  child  recognizes  it. 

Lesson  3.  s. — Teeth  close  together,  and  tongue  drawn 
fully  ])ack,  but  not  far;  hreatJi  forced  between  the  teeth. 

Children  who  lisp  must  be  specially  drilled — made  to  put 
the  teeth  together,  di'aw  the  lips  apart  and  keep  the  tongue 


PRONOUNCINO     PR13IER.  89 

buck  \vliile  expelling  the  Ijreatli.  Tliis  drill  must  often  be 
continued  for  weeks.  Practise  on  short  sentences  contain- 
ing s,  as,  "  Sally  may  sing  a  song,"  "  Send  Sam  for  the  saw." 
Divide  the  sounds  in  "  sat  "  and  "  Sam  "  as  in  "  cat "  and 
"mat."  Teach  the  word  "  on  "  like  "the,  my,  and,"  without 
analyzing.  Explain  the  use  of  the  words  "a"  and  "the;" 
as,  "  Bring  me  a  book  " — any  book.  "  Bring  me  the  ])ook  " 
— some  special  book. 

Lessor  4.  p. — Lips  closed  as  for  iii,  but  a  little  breath 
forced  throug-h. 

Lesson^  5.  11. — Letter  made  of  two  lines,  or  strokes. 
Smind  made  by  open  li])s,  drawn  somewhat  back,  and  tip  of 
the  tongue  fixed  to  hard  palate  behind  teeth ;  voice  thrown 
up^var(l  through  the  nose. 

Lesson  6.  f. — Under  lip  placed  just  touching  the  upper 
teeth,  and  hreatli  forced  l>etween. 

Lesson  7.  d. — Tongue  touching  hai'd  palate  as  for  t,  but 
the  voice  uttered  instead  of  the  breath.  The  word  "and" 
can  now  be  analyzed. 

Call  attention  to  the  difference  in  the  shapes  of  rt  and  p : 
d — stem  up  ;  p — stem  down.     Compare  "sap"  and  "sad." 

Lesson  8.  li. — Mouth  well  opened,  without  sjiecial  posi- 
tion, and  the  l)reath  made  audil)le.  Pi'etix  the  sounds 
learned,  to  syllables  beginning  with  "a." 

L?:ssoN  9.  i  as  in  "  in." — Com])are  the  shapes  of  i  with 
a:  i  is  slim — one  short  stroke  with  a  dot  over  it.  It  has  a 
slender  and  short  sound,  corresponding  witli  its  looks.  Tlie 
tongue  is  close  to  tlie  roof  of  tlie  mcmth,  nlmost  toucliing, 
so  iliat  tliei-e  is  Imt   a  narrow  space  for  the  voice  to  pass 


90  THE     8 TEP-  n  Y~ST E P 

Tliroiiii'li.      But  it  is  A.  free,  wot  a  touch  sound;  tlierefoi'e  a 
voioel.     Add  s  to  words  already  learned  ending  in  t  and  p. 

Lesson  10.  e  as  in  "egg.'" — Requires  more  sluq^ing  of 
the  mouth  than  a  or  i.  The  tongue  is  not  so  close  to  the 
roof  of  the  nioutli  as  in  sounding  i,  nor  is  the  mouth  so 
AN'ide  open  as  for  a.  To  produce  a  vowel  sound  exactly, 
say  a  short  word,  as  "pet,"  distinctly;  omit  the  "p,"  sound- 
ing "et;"  then  drop  "t,"  leaving  the  vowel  "e,"  which 
should  be  sounded  l)y  itself  several  times,  cutting  it  short. 

Lesson  11.  o  as  in  "on." — Open  the  mouth  wide,  as  for 
a,  l)ut  draw  the  tongue  fully  back  and  throw  the  voice  up- 
ward instead  of  outward.  The  ^^^ord  "  on "  can  now  be 
analyzed. 

Allow  no  lengthening  or  drawling  on  the  sounds  of  [i,  6, 
i,  6,  u.     ILave  them  pronounced  staccato. 

Lesson  12.  L — Fix  the  tip  of  the  tongue  fast  behind  the 
upper  teeth  and  force  the  voice  over  the  sides. 

Lesson  18.  g-. — Close  the  throat  as  for  c,  but  use  the 
voice  to  make  the  sound  instead  of  the  breath.  Place  the 
forefinger  upon  tlie  upper  cartilage  of  the  windpipe  to  feel 
the  vibi'ation. 

Lesson  14.  u  as  in  "us." — A  simple  emission  of  voice, 
sounded  in  the  throat,  without  any  shaping  of  the  mouth  ; 
u  is  called  the  "  natural  vowel." 

Lesson  15.  i  as  in  "bite,"  and  y  as  in  "by." — These 
letters  are  equivalents  in  sound ;  i  being  used  alone  or  at 
the  beginning  or  middle  of  a  word,  and  y  usually  at  the 
end.  The  sound  is  conq)ound  ;  the  mouth  being  open  when 
it  is  begun,  as  for  a,  and  then  the  tongue  rising  to  the  posi- 


PRONOUNCING      PRI3IER.  91 


tion  for  i.  81k  >\v  that  the  toiigne  rises  while  the  sound  is 
l)eing  made,  hut  do  not  attempt  analysis  of  the  sound  with 
young  children. 

Ilhistrate  the  using  two  forms  for  the  same  sound  by 
mentioning  things  which  are  called  by  the  same  name,  but 
have  diiferent  shapes  ;  as,  mats,  chairs,  desks,  stoves.  (All 
mats  or  chairs  are  not  of  the  same  shape. )  Though  there  are 
two  forms  for  the»i  sound,  neither  denotes  any  other  sound. 
This  illustration  can  be  used  in  teaching  the  capital  letters. 

The  word  "  my"  can  now  be  analyzed. 

Lessots^  16.  b. — Mouth  in  position  for  p,  l)ut  voice  used 
instead  of  breath.  Endeavor  to  get  as  much  sound  as  possi- 
ble hefore  the  lips  are  closed,  and  very  little  after\vard. 

Lessox  17.  In  the  words  "as,  is,  has,  his,"  the  true  con- 
sonant sound  is  denoted  by  the  small  letter  "  z  "  below  the 
large  type  s.  In  the  same  way  the  sound  of  "  f  "  in  "  of  " 
is  expressed  in  Lesson  20.  This  plan  is  employed  in  the 
Primer  to  show  the  true  sound,  ^vhenever  it  is  practicable. 

Lessox  18.  Letters  that  have  no  sound  at  all  are  pi-inted 
in  hairdine  type,  and  are  not  heard  in  analysis  or  pronuncia- 
tion, though  they  appear  in  the  piint  and  script. 

Lessox  19.  v. — The  voii'e  sound  of  f;  mouth  in  same 
])osition;  upper  teeth  touching  under  lip. 

u  as  in  "  ]Mit." — Bring  the  li]^s  very  near  together,  and 
draw  the  coi-ners  in  slightly.     Emit  the  voice  (piickly. 

Lessox  20.  o  and  ii  denote  the  same  sound.  Have  the 
word  "to  "  cut  very  short  and  sai'l  with  the  following  word, 
as  in  teaching  "a"  and  "the."  Do  not  allow  it  to  be  pro- 
nounced separately. 


93  THE     STEP-BY-STEP 

Lesson  21,  r. — Turn  u[)  the  tip  of  the  tongue  till  it 
nearly  touches  the  roof  of  the  mouth,  and  force  the  voice 
over  the  tip  until  it  trembles. 

It  is  a  conmion  fault  of  pronunciation  to  sound  r  very  im- 
perfectly, or  not  at  all,  when  it  occurs  at  or  near  the  end  of 
^vt)rds.  The  vowels  vi  or  ii  preceding  r  are  substituted  for, 
or  made  to  include  it.  But  r  is  never  correctly  pronounced 
unless  the  tip  of  the  tongue  is  turned  slightly  up. 

Drill  daily  on  final  r,  and  the  ^vords  "  or,  nor,  for,  cur, 
curl,"  etc.  r  lengthens  the  sound  of  a  preceding  short 
vowel.  The  hue  line  in  the  middle  of  the  letter  ''  r  "  indi- 
cates this  lenij^thenino;. 

Lesson  22.  j. — Practice  on  j  till  a  deep  voice  sound  is 
heard.     Drill  on  "  judge ;  "■ — ^j-u-j. 

Lesson  23.  was  in  "well." — This  is  the  same  sound  as 
u,  but  the  lips  are  more  compressed.  The  letter  w  is  used 
mostly  at  the  beginning  of  words  and  before  a  vowel. 

Lesson  2'i.  th. — Place  the  tip  of  the  tongue  between  the 
teeth.  An  emission  of  breath  will  give  the  breath  sound 
of  th  in  "  tliink."  An  emission  of  tone  will  give  the  voice 
sound  of  th  in  "  that." 

Lesson  25.  sh. — Letters  that  are  joined  by  a  line  denote 
a  single  sound,  and  the  combination  should  be  called  by  the 
name  given  in  the  Al})habet  of  Sounds,  pages  6  and  7,  when 
speaking  the  names  of  letters.  This  is,  say  "  shee  "  and  not 
s  h,  and  speak  of  the  "  shee-sound."  Speak  of  '' chee,"  not 
of  c  h  ;  of  "  thee,"  not  t  h. 

When  h  is  a  modifying  character,  changing  the  sound  of 
s  into  that  of  sli,  of  t  into  th,  of  c  into  ch,  a  pi'ojecting 


PRONOUNCING      PRIMER.  93 

hair  Hue  uearly  joins  the  li  to  the  preceding  letter  which  it 
modifies,      li  and  e  are  the  chief  modifying  letters. 

Lesson  26.  k. — This  is  another  form  of  c.  It  is  c  with 
a  line  or  prop  at  the  back.  The  c-part  is  made  angular, 
when  the  pi'op  is  prefixed.  Explain  the  two  forms  thus  to 
children,  and  give  the  illustration  of  an  object  sometimes 
having  different  forms,  as  was  done  in  Lesson  15. 

Lessojst  27.  e. — The  vowel  letters  which  have  the  dash 
over  them  denote  their  first  or  name  sounds;  but,  though 
they  are  easily  pronounced,  the  teacher  should  see  that  there 
is  a  different  shaping  of  the  mouth  for  each,  and  endeavor 
to  get  a  clear  and  precise  articulation  of  e,  a,  o.  Also  make 
the  difference  in  both  sound  and  length  perceptible  between 
a,  a;   e,  e;    i,  i;    0,  <> ;    ii,  u. 

Lesson  30.  y,  i. — The  sound  of  y  final,  as  in  "any,"  is 
identical  with  that  of  i.  The  sound  of  y,  ^vlien  initial,  as 
in  "  yet,"  is  somewhat  compressed  on  account  of  the  vowel 
following  ;  the  tongue  lightly  touches  the  roof  of  the  mouth. 
When  \v  and  y  precede  a  vo^vel  they  represent  consonant 
or  touch  sounds. 

Lesson  32,  oo. — Douljle-o  is  the  regular  phonetic  repre- 
sentative of  the  vowel  in  "  cool."  When  used  in  place  of  ii, 
as  in  "good,"  oo  lias  the  mark  of  shortness  placed  over 
it — oo. 

Lesson  33.  u. — This  sound  is  conijiounded  of  i  and  oo, 
uttered  very  quickly  in  succession  ;  the  oo  being  accented. 
Its  usual  ecjuivalent  is  e\v. 

Lesson  34,  ee. — Double-e  is  the  regular  equivalent  of  e 
in  "  me,"  and  needs  no  marking,     ai  and  ay  may  be  con- 


94  THE     STEP-BT-STEP   PRIMER 


sidered  Tei,nilai'   eijuivuleiits  of    a;   tlierefore    the    i    and    y 
ivinaiii  ill  hold  ty]>e.     The  hair  line  on  a  sliows  the  niiioii. 

Lesson  38.     n  sounds  as  iig-  ])efoi'e  k  and  ^. 

Lesson  4<>.  oi  and  on  are  generally  used  at  the  begin- 
ning, and  oy  and  ow  at  the  end  of  ^vol■ds.  These  are  regu- 
lar representative  digraphs;  not  equivalents. 

Lesson  44.  ii. — Attention  Avill  he  needed  to  properly 
sound  the  r  after  a.  ii  does  not  include  r,  which  requires 
a  turning  up  of  the  tongue;  while  pure  ii  is  made  with  the 
month  Avide  open  while  the  tongue  is  flattened. 

Lesson  40.  au  and  aw  may  l)e  considered  the  normal 
i-epresentatives  of  the  vowel  in  "  fault "  and  "  saw,"  or  as  the 
e<piivalents  of  a.     The  hair  line  on  a  connects  them. 

Lessons  45,  48,  49.  The  shade  sounds,  represented  by  a, 
o,  ii,  are  given  for  teachers  who  desire  a  full  vowel  represen- 
tation. Others  can  dispense  with  them,  ii  as  in  "bare" 
occurs  only  before  r,  except  when  provincial,  as  in  some 
southern  States. 

Lesson  51.  wh. — Give  wh  as  a  whispered  sound  ;  no 
tone.     It  is  regarded  as  the  l)reath  sound  of  w. 

Lesson  62.  Practise  on  words  ending  ^vitll  "  ing,"  to  pre- 
vent or  cure  the  error  of  saying  "meetin,"  "go-in,"  etc. 

Page  82.  The  lessons  which  follow  are  less  for  children 
than  for  adults.  Besides  their  use  in  classifying  difiicult 
^vords,  they  show  that  provision  is  made  in  Pronoiuicing 
Print  for  all  the  vagaries  of  common  spelling ;  bringing 
order  out  of  chaos. 

ELIZA    B.    BURNZ. 


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